Exploration of the affordances of mobile devices in integrating theory and clinical practice in an undergraduate nursing programme

Juliana J Willemse, Vivienne Bozalek, Juliana J Willemse, Vivienne Bozalek

Abstract

Background: Promoting the quality and effectiveness of nursing education is an important factor, given the increased demand for nursing professionals. It is important to establish learning environments that provide personalised guidance and feedback to students about their practical skills and application of their theoretical knowledge.

Objective: To explore and describe the knowledge and points of view of students and educators about introduction of new technologies into an undergraduate nursing programme.

Method: The qualitative design used Tesch's (1990) steps of descriptive data analysis to complete thematic analysis of the data collected in focus group discussions (FGDs) and individual interviews to identify themes.

Results: Themes identified from the students’ FGDs and individual interviews included: mobile devices as a communication tool; email, WhatsApp and Facebook as methods of communication; WhatsApp as a method of communication; nurses as role-models in the clinical setting; setting personal boundaries; and impact of mobile devices in clinical practice on professionalism. Themes identified from the FGD, individual interviews and a discussion session held with educators included: peer learning via mobile devices; email, WhatsApp and Facebook as methods of communication; the mobile device as a positive learning method; students need practical guidance; and ethical concerns in clinical facilities about Internet access and use of mobile devices.

Conclusion: The research project established an understanding of the knowledge and points of view of students and educators regarding introduction of new technologies into an undergraduate nursing programme with the aim of enhancing integration of theory and clinical practice through use of mobile devices.

Conflict of interest statement

The authors declare that they have no financial or personal relationship(s) which may have inappropriately influenced them in writing this article.

References

    1. Aharony N., 2014, ‘Library and Information Science students’ perceptions of m-learning’, Journal of Librarianship and Information Science XX(X), 1–14. 10.1177/0961000613518819
    1. Ally M., 2009, Mobile learning: Transforming the delivery of education and training, Athabasca University Press, Edmonton.
    1. Aragon A., Al Doubi S., Kaminski K., Anderson S.K. & Isaacs N., 2014, ‘Social networking: Boundaries and limits, Part 1: Ethics’, Tech Trends 58(2), 25–31. 10.1007/s11528-014-0734-9
    1. Bower M., 2008, ‘Affordance analysis - Matching learning tasks with learning technologies’, Educational Media International 45(1), 3–15. 10.1080/09523980701847115
    1. Bryman A., 2012, Social research methods, 4th edn., Oxford University Press, Oxford.
    1. Burns N. & Grove S.K., 2001, The practice of nursing research: Conduct, critique and utilization,4th edn., W.B. Saunders, New York.
    1. Burns N. & Grove S.K., 2005, The practice of nursing research: Conduct, critique and utilization, 5th edn., W.B. Saunders, New York.
    1. Church K. & De Oliveira R., 2013, ‘What’s up with WhatsApp? Comparing Mobile Instant Messaging Behaviors with Traditional SMS’, in Proceedings of the 15th international conference on Human-computer interaction with mobile devices and services, Mobile HCI 2013 – Collaboration and Communication, ACM, Munich, Germany, pp. 352–361.
    1. Conole G. & Dyke M., 2004, ‘What are the affordances of information and communication technologies?’, Research in Learning Technology 12(2), 113–124. 10.1080/0968776042000216183
    1. Cook J., Pachler N. & Bradley C., 2008, ‘Bridging the gap? Mobile phones at the interface between informal and formal learning’, Journal of the Research Center for Educational Technology 4(1), 3–18.
    1. Creswell J.W. & Plano Clark V.L., 2011, Designing and conducting mixed methods research, 2nd edn., Sage, Thousand Oaks, CA.
    1. De Vos A.S., Strydom H., Fouchẻ C.B. & Delport C.S.L., 2011, Research at Grass Roots: For the social sciences and human service professions, 4th edn., Van Schaik Publishers, Hatfield.
    1. Freshwater D. & Maslin-Prothero S., 2005, Blackwell’s dictionary of nursing, 2nd edn., Blackwell Publishing, Oxford.
    1. Gaved M., Collins T., Mulholland P., Kerawalla L., Jones A., Scanlon E.. et al, 2010, ‘Using netbooks to support mobile learners’ investigations across activities and places’, Open Learning 25(3), 187–200. 10.1080/02680513.2010.511949
    1. George L.E., Davidson L.J., Serapiglia C.P., Barla S. & Thotakura A., 2010, ‘Technology in nursing education: A study of PDA use by students’, Journal of Professional Nursing, 26(6), 371–376. PMID: 21078507, 10.1016/j.profnurs.2010.08.001
    1. Gibson J., 1979, The ecological approach to human perception, Houghton Mifflin, Boston.
    1. Gupta B. & Koo Y., 2010, ‘Applications of mobile learning in higher education: An empirical study’, International Journal of Information and Communication Technology Education 6(3), 75–87. 10.4018/jicte.2010070107
    1. Harris P., Nagy S. & Vardaxis N., 2009, Mosby’s Dictionary of medicine, nursing and health professions, 8th edn., Elsevier, Sydney.
    1. Hek G., Judd M. & Moule P., 2003, Making sense of research: An introduction for health and social care practitioners, 2nd edn., Sage Publications, London.
    1. Herrington J., Herrington A., Mantei J., Olney I. & Ferry B., 2009, Using mobile technologies to develop new ways of teaching and learning, University of Wollongong Online Research, Wollongong.
    1. Idrus R. & Ismail I., 2010, ‘Role of institutions of higher learning towards a knowledge-based community utilising mobile devices’, Procedia - Social and Behavioral Sciences 2, 2766–2770. 10.1016/j.sbspro.2010.03.412
    1. Ivala E. & Gachago D., 2012, ‘Social media for enhancing student engagement: The use of Facebook and blogs at a University of Technology’, South African Journal for Higher Education 26(1), 152–167.
    1. Kenny R.F., Park C.L, Van Neste-Kenny J.M.C., Burton P.A. & Meiers J., 2009, ‘M-learning in nursing practice education: Applying Koole’s FRAME model’, Journal of Distance Education 23(3), 75–96.
    1. Kukulska-Hulme A., 2010, ‘Mobile learning as a catalyst for change’, Open Learning 25(3), 181–185.
    1. Kukulska-Hulme A. & Traxler J., 2005, M-learning: A handbook for educators and trainers, Routledge, London.
    1. Kumar R., 2005, Research methodology: Step by step guidance for beginners, 2nd edn., Sage Publications, London.
    1. Makoe M., 2012, ‘Teaching digital natives: Identifying competencies for mobile learning facilitators in distance education’, South African Journal for Higher Education 26(1), 91–104.
    1. Pachler N., Bachmair B. & Cook J., 2010, M-learning. Structures, agency, practices, Springer, New York.
    1. Patton M.Q., 2002, Qualitative research and evaluation methods, Sage, Thousand Oaks, CA.
    1. Plano Clark V.L. & Creswell J.W., 2010, Understanding research: A consumer guide, Pearson, New Jersey.
    1. Polit D.F. & Beck C.T., 2012, Nursing research. Generating and assessing evidence for nursing practice, 9th edn., Lippincott Williams & Wilkins, Philadelphia, PA.
    1. Raman J., 2015, ‘Mobile technology in nursing education: Where do we go from here? A review of the literature’, Nurse Education Today 35(5), 663–672. PMID: 25665926. 10.1016/j.nedt.2015.01.018
    1. Rambe P. & Bere A., 2013, ‘Using mobile instant messaging to leverage learner participation and transform pedagogy at a South African University of Technology’, British Journal of Educational Technology 44(4), 544–561.
    1. Ramos A.J., 2008, Final report for sub-project #2, project MIND: The viability of mobile SMS technologies for non-formal distance learning in Asia, Molave Development Foundation, Inc., Makati City.
    1. Rubin A. & Babbie E.R., 2011, Research methods for social work, 7th edn., Brooks/Cole Cengage Learning, Belmont, CA.
    1. Rushby N., 2012, ‘Editorial: An agenda for mobile learning’, British Journal of Educational Technology 43(3), 355–356. 10.1111/j.1467-8535.2012.01313.x
    1. Russel D., Gentzler P.S., Wood L., 2014, Mobile learning in nursing education: Lessons learned’, in Huang R., Kinshuk K.,Chen N. (eds.), The new development of technology enhanced learning: Concept, research and best practices, Chapter 12, Springer, Heidelberg.
    1. Salomon G. (ed.), 1993, Distributed cognitions – Psychological and educational considerations, Cambridge University Press, Cambridge.
    1. Sharples M., McAndrew P., Weller M., Ferguson R., FitzGerald E., Hirst T.. et al, 2013, Innovating pedagogy 2013: Open university innovation report 2, The Open University, Milton Keynes.
    1. Strauss A. & Corbin J., 1998, Basics of qualitative research: Techniques and procedures for developing grounded theory, Sage, Thousand Oaks, CA.
    1. Teddlie C. & Tashakkori A., 2009, Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioural sciences, Sage, Thousand Oaks, CA.
    1. Tesch R., 1990, Qualitative research: Analysis types and software tools, The Falmer Press, New York.
    1. Traxler J., 2007, ‘Defining, discussing and evaluating m-learning: The moving finger writes and having writ…’, International Review of Open Research and Distance Learning 8(2), 1–12.
    1. Wagner E.D., 2005, ‘Enabling M-learning’, Educause Review 40(3), 40–53.
    1. Willemse J.J., Jooste K. & Bozalek V., 2014, ‘Perceptions of students and educators on the potential use of mobile devices in an undergraduate nursing module’, African Journal for Physical, Health Education, Recreation and Dance Oct (Suppl. 1:1), 179–196.
    1. Yeboah J. & Ewur G.D., 2014, ‘The impact of WhatsApp messenger usage on students’ performance in tertiary institutions in Ghana’, Journal of Education and Practice 5(6), 157–164.

Source: PubMed

Sponsors en medewerkers

Medische omstandigheden

Geneesmiddelinterventies

3
Abonneren