Purpose
The purpose of this study were to develop application based on smartphone for high alert medications nursing education and to evaluate the effectiveness of the application.

Methods
According to analysis, design, development and evaluation, application for high alert medications nursing education was developed from May, 2013 to August, 2013. System satisfaction(functional convenience, content convenience) and utilizing satisfaction(appropriateness, amusement, ubiquity and satisfaction) were evaluated by students and experts.
For effectiveness of the application, academic performance(high alert medications knowledge Ⅰ, Ⅱ, average use time of daily), cognitive loading factors and perceived usefulness were evaluated in experimental and control groups after implementation during 4 week from August, 2013 to October, 2013. Data were analyzed using descriptive statistics, χ2-test, Fisher’s exact test and repeated measures of ANOVA with SPSS WIN(ver 18.0).

Results
About application for high alert medications nursing education, functional convenience score was 86, content convenience score was 71 by experts and functional convenience score was 80, content convenience score was 76 by students. Appropriateness score was 83, amusement score was 78, ubiquity score was 91 and satisfaction score was 81 by students.
No significant changes overtime were found for high alert medications knowledge Ⅰ, Ⅱ(F=0.10, p=.752; F=1.50, p=.225). No significant changes overtime were found for average use time of daily(F=1.50, p=.225) and perceived usefulness(F=0.87, p=.769). There were significant differences between the two group in mental effort and usability(F=4.26, p=.042; F=4.74, p=.033). No significant changes overtime were found for task demand, task difficulty and self evaluation(F=0.77, p=.383; F=3.80, p=.055; F=0.54, p=.467).

Conclusion
System satisfaction of developed high alert medications nursing education was relatively high by experts and utilizing satisfaction was relatively high by students. Effectiveness of application wasn’t effected in academic performance and perceived usefulness. Among cognitive loading factors over the time, task demand was decreased and mental effort was effected.