دانلود رایگان مقاله انگلیسی فن آوری تلفن همراه در آموزش بالینی - الزویر 2017

INTRODUCTION

In the clinical setting the traditional model of nursing education has been one where students are assigned patients and work under the care of an instructor (Hayden, Smiley, Alexander, Kardong-Edgren & Jeffries, 2014). In this model students are challenged to problem-solve through the recall of knowledge at the bedside. However, health technology is a rapidly developing area and an increasing number of mobile devices are being incorporated into the clinical learning environment in nursing education (Doswell, Braxter, Dabbs, Nilsen & Klem, 2013). Mobile technology now enables more active learning in which the learner can actively construct knowledge through drawing on a wide range of internet enabled resources (Mather & Cummings, 2015b). Along with knowledge development, this ability to immediately access resources in a clinical setting has the potential to support student nurses’ skill development and improve their practice (O’Connor & Andrews, 2015). Nursing educators are being challenged to integrate technological innovation to assist students develop their knowledge base, critical thinking and clinical competencies. Given the ubiquity of mobile communication devices there can be no doubt that they will play a significant role in the teaching and learning arena. There will be increasing recognition of their usefulness in guiding student learning at ‘point of care’ (Kenny, Park, Van Neste-Kenny, Burton & Meiers 2009; Mather & Cummings, 2015a). In New Zealand entry onto the register of nurses is controlled by the Nursing Council of New Zealand (NCNZ) who set the standards for programmes leading to nurse registration. With respect to information technology (IT) the NCNZ state “the programme specially requires students to demonstrate, in practice at a graduate level … the use of information technology and health information management” (NCNZ 2010, p.6). The potential of supporting student learning with mobile technology motivated the decision to explore the introduction of a mobile smart device into teaching practice in the clinical setting at a regional New Zealand polytechnic.

CONCLUSION

The aim of this research was to describe the process of introducing teaching innovation, and to explore clinical nurse lecturer perceptions and experience of the use of mobile smart devices to support student learning. The clinical environment became the focus of this study. It is evident that the use of a mobile smart device such as an iPad can have a positive impact on nursing lecturers’ teaching practice. They have the potential to enhance teaching in clinical settings through improved connectivity, access to resources and taking advantage of ‘just in time’ teaching using a variety of teaching approaches catering to a range of learning styles. However, sociotechnical barriers have the potential to constrain the use of these devices in teaching practice. In order for these to be successfully integrated into clinical teaching consideration needs to be given to the lecturers’ professional development needs, adequate resourcing and ICT support. Nursing lecturers must keep up with the rapid advances in mobile technology not only to inform their own practice but also that of their students.