Technology in Nursing Education: A Study of PDA Use by Students

George, Lynn E.; Davidson, Lance A.; Serapiglia, Constance P; Barla, Srinivas; Thotakura, Anusha

doi:10.1016/j.profnurs.2010.08.001

Cited by 44 publications

(28 citation statements)

References 14 publications

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“…They support a broad range of educational practices in formal education settings as well as in clinical environments (George et al, 2010). 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 .…”

Section: Mobile Phones and Nursing Educationmentioning

confidence: 93%

“…Similarly, studies from the US and Canada come to the conclusion that nurses and nursing students view mobile devices as effective means to support their learning in the workplace by enabling access to various sources of expertise in decision making processes. Reference tools such as drug and diagnostic/ laboratory applications were found to be particularly popular and valued (Garrett and Klein, 2008;George et al, 2010;Kenny et al, 2009).…”

Section: Mobile Phones and Nursing Educationmentioning

confidence: 99%

“…(George et al, 2010;Pimmer and Pachler, 2013). Work-based learning as observed was not restricted to accessing information at the point of care.…”

Section: Rich Mobile Learning Practicesmentioning

confidence: 99%

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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: 93%

Section: Mobile Phones and Nursing Educationmentioning

confidence: 99%

See 1 more Smart Citation

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

“…21,22 The mobile device was found to improve self-efficacy 14,21 by facilitating the access to drug and medical information, 14,21 allowing NSs to access information more quickly 15,21 and making the work of NSs more effective, as well as increasing their learning. [15][16][17][18][19]21,22 The mobile device is regarded to improve patient safety and quality of care, and the encounter with the patient becomes more complete as the NSs do not have to leave their patients to look up information. 21,22 In recent years, the technologies regarding hardware platforms, software and connectivity 23 have been changing rapidly, and smartphones have revolutionized what you can do with a mobile device.…”

Section: Introductionmentioning

confidence: 99%

Using advanced mobile devices in nursing practice – the views of nurses and nursing students

Johansson

Petersson

Saveman

et al. 2014

Health Informatics J

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Advanced mobile devices allow registered nurses and nursing students to keep up-to-date with expanding health-related knowledge but are rarely used in nursing in Sweden. This study aims at describing registered nurses' and nursing students' views regarding the use of advanced mobile devices in nursing practice. A cross-sectional study was completed in 2012; a total of 398 participants replied to a questionnaire, and descriptive statistics were applied. Results showed that the majority of the participants regarded an advanced mobile device to be useful, giving access to necessary information and also being useful in making notes, planning their work and saving time. Furthermore, the advanced mobile device was regarded to improve patient safety and the quality of care and to increase confidence. In order to continuously improve the safety and quality of health care, advanced mobile devices adjusted for nursing practice should be further developed, implemented and evaluated in research.

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“…1 Forward thinking and innovative schools of nursing have been able to adopt these technologies into their programs ''in an effort to prepare technologically savvy nurses who can use informatics This research explored the impact of tablet technology, in the form of Apple iPads, on undergraduate nursing and midwifery students' learning outcomes. Initially, handheld technology was limited to PDAs, and the emergence of this technology in the clinical environment was through the physician market following the development of software specifically targeting medical calculations and prescribing information.…”

Section: Literaturementioning

confidence: 99%

The iPad

Brown

2015

CIN: Computers, Informatics, Nursing

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This research explored the impact of tablet technology, in the form of Apple iPads, on undergraduate nursing and midwifery students' learning outcomes. In simulated clinical learning environments, first-year nursing students (n = 30) accessed apps and reference materials on iPads. Third-year nursing students (n = 88) referred to clinical guidelines to aid their decision making when problem solving. First-year midwifery students (n = 25) filmed themselves undertaking a skill and then immediately played back the video file. A total of 45 students completed an online questionnaire that allowed for qualitative comments. Students reported finding the use of iPads easy and that iPads provided point-of-care access to resources, ensuring an evidence-based approach to clinical decision making. iPads reportedly improved student efficiency and time management, while improving their ability to provide patient education. Students who used iPads for the purpose of formative self-assessment appreciated the immediate feedback and opportunity to develop clinical skills.

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Technology in Nursing Education: A Study of PDA Use by Students

Cited by 44 publications

References 14 publications

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

Using advanced mobile devices in nursing practice – the views of nurses and nursing students

The iPad

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