Exploring the use of mobile technologies for the acquisition of clinical skills

Clay, C

doi:10.1016/j.nedt.2010.10.011

Cited by 69 publications

(45 citation statements)

References 1 publication

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“…For example, the use of smartphones by Taiwanese nursing students as clinical examination tools in simulations proved to result in higher learning outcomes compared to a control group who used pen and paper to record and evaluate patient symptoms . In a British study, multimedia podcasts on iPods were used directly at the bedside to support the learning of midwives regarding the Newborn Infant Physical Examination (Clay, 2011). The analysis of the small-scale pilot revealed that the tool was well received and the participants specifically appreciated the "just-in-time" learning facilitated by these devices.…”

Section: Mobile Phones and Nursing Educationmentioning

confidence: 99%

Informal mobile learning in nurse education and practice in remote areas—A case study from rural South Africa

Pimmer

Brysiewicz

Linxen

et al. 2014

Nurse Education Today

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s u m m a r y a r t i c l e i n f o Background: With the proliferation of portable digital technology, mobile learning is becoming increasingly popular in nursing education and practice. Most of the research in this field has been concentrated on small-scale projects in high income countries. Very little is known about the ways in which nurses and midwives use mobile technology in remote and resource poor areas in informal learning contexts in low and middle income countries. Objectives: To address this gap, this study investigates whether nurses use mobile phones as effective educational tools in marginalized and remote areas, and if so, how and why. Setting and Methods: In rural South Africa, 16 nurses who attended an advanced midwifery education program, facilitators and clinical managers were interviewed about their use of digital mobile technology for learning. Techniques of qualitative content analysis were used to examine the data. Results: Several rich "organically-grown", learning practices were identified: mobile phone usage facilitated (1) authentic problem solving; (2) reflective practice; (3) emotional support and belongingness; (4) the realization of unpredictable teaching situations; and (5) life-long learning. Conclusions: It is concluded that mobile phones, and the convergence of mobile phones and social media, in particular, change learning environments. In addition, these tools are suitable to connect learners and learning distributed in marginalized areas. Finally, a few suggestions are made about how these insights from informal settings can inform the development of more systematic mobile learning formats.

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Section: Mobile Phones and Nursing Educationmentioning

confidence: 99%

Informal mobile learning in nurse education and practice in remote areas—A case study from rural South Africa

Pimmer

Brysiewicz

Linxen

et al. 2014

Nurse Education Today

View full text Add to dashboard Cite

show abstract

“…Clay et al assessed whether mobile methods of education could help learning clinical skills by loading data about the physical examination of newborns and infants in iPods held by participants in clinical settings. The questionnaire completed by these at 12 weeks showed that mobile learning was an interesting, time-and place flexible way for gaining knowledge about clinical skills (Clay, 2011). Mazzoleni et al investigated whether a planned online educational program could effectively replace traditional face-to-face methods of teaching for medical staff in hospitals.…”

Section: Discussionmentioning

confidence: 99%

Teaching Breast Cancer Screening via Text Messages as Part of Continuing Education for Working Nurses: A Case-control Study

Alipour¹,

Jannat²,

Hosseini³

2014

Asian Pacific Journal of Cancer Prevention

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Introduction: Although continuing education is necessary for practicing nurses, it is very difficult to organize traditional classes because of large numbers of nurses and working shifts. Considering the increasing development of mobile electronic learning, we carried out a study to compare effects of the traditional face to face method with mobile learning delivered as text messages by cell phone. Materials and Methods: Sixty female nurses working in our hospital were randomly divided into class and short message service (SMS) groups. Lessons concerning breast cancer screening were prepared as 54 messages and sent in 17 days for the SMS group, while the class group participated in a class held by a university lecturer of breast and cancer surgery. Pre-and post-tests were undertaken for both groups at the same time; a retention test also was performed one month later. For statistical analysis, the paired T test and the independent sample T test were used with SPSS software version 16; p<0.05 was considered significant. Results: Mean age and mean work experience of participants in class and SMS groups was 35.8±7.2, 9.8±6.7, 35.4±7.3, and 11.5±8.5, respectively. There was a significant increase in mean score post-tests (compared with pre-tests) in both groups (p<0.05). Although a better improvement in scores of retention tests was demonstrated in the SMS group, the mean subtraction value of the post-and pretests as well as retention-and pre-tests showed no significant difference between the 2 groups (p=0.3 and p =0.2, respectively). Conclusions: Our study shows that teaching via SMS may probably replace traditional face to face teaching for continuing education in working nurses. Larger studies are suggested to confirm this.

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“…This potential can be seen from the outcome of studies on the mobile technologies. The results of the study by Clay (2011) showed that mobile technology brings about immediacy, individuality, connectivity and accessibility that enhance mobile learning. Some students in the Stav et al study reported that confidentiality was very important to them.…”

Section: Benefits Of Mobile Technology To Learningmentioning

confidence: 99%

“…Kim et al (2006) identified mobility and reachability as two basic characteristics of the mobile technologies that transcend the limitation of time and location. These create flexibility in time and place of learning by placing learning in the hands of the learner, hence increasing interest in the learning materials (Clay, 2011). The PDA, for instance, allows students and teachers to work at different places, and teachers to manage students' grades and lecture materials at anytime and anywhere.…”

Section: Benefits Of Mobile Technology To Learningmentioning

confidence: 99%

Examining the progression of mobile technologies and their applications to learning environment: Implications for m-learning in Africa

Dankasa¹

2014

IJRSET

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Mobile technologies are promising features that point to the future of instruction and learning. This paper reviews literature on mobile technology in order to identify areas of focus for researchers with interest in Africa towards contextualizing the use of mobile technology for mobile learning (m-learning) within the African experience. It examined the uses of mobile technologies as explored by researchers and pointed out the benefits and drawbacks. This paper extracted the recommendations of researchers on how to overcome or correct the setbacks to the implementation of mobile technology into the learning environment. It recommended offline access to learning materials on mobile devices to be seriously contemplated for m-learning in Africa. There is need for further research in the developing world of Africa to measure the outcome of offline mobile learning and its effects on cost reduction, and to develop theoretical frameworks that will evaluate programs, learners and instructors for building effective instructional design using the mobile technologies. This paper draws a roadmap and sets the ball rolling for designers of mobile learning modules, instructors and researchers in the field of education to work in situating learning with mobile technology as a method of choice in the learning environment. It also demonstrates to learners the much functionality their mobile devices offer them in attaining their educational goals.

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Exploring the use of mobile technologies for the acquisition of clinical skills

Cited by 69 publications

References 1 publication

Informal mobile learning in nurse education and practice in remote areas—A case study from rural South Africa

Informal mobile learning in nurse education and practice in remote areas—A case study from rural South Africa

Teaching Breast Cancer Screening via Text Messages as Part of Continuing Education for Working Nurses: A Case-control Study

Examining the progression of mobile technologies and their applications to learning environment: Implications for m-learning in Africa

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