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Infusing PDA Technology Into Nursing Education
Abstract
Use of the personal digital assistant (PDA) has been infused into the accelerated baccalaureate program at Duke University to help prepare nursing students for professional practice. The authors provide an overview of the use of PDAs in the classroom, laboratory, and clinical setting. Technical aspects of PDA infusion and steps to ensure regulatory compliance are explored. Benefits of PDA use by both faculty and students in the program and challenges met with the infusion of this technology are also described.
... PDA's have advertently moved references and standards of care from the shelves into hands of nurses (1,2) . They provide instant information on patients' data, treatment options, and drug therapy (3) . ...
... With students, PDA's were reported more useful in clinical settings where access to nursing recourses is convenient and fast. Faculty have also reported usefulness in maintaining an electronic record of all students, where monitoring students and following through their clinical experience is more convenient and time saving (3) . Furthermore, a comparative study on nursing students done by an interdisciplinary team at Virginia State University reported that 81% of students found that resources on their PDA's where useful in answering their clinical questions. ...
... Obviously participants' age is a great contributor to that as the study targeted undergraduate students who are used to technology in their daily lives. This confirms the results of previous studies where technology barriers were identified between graduate and undergraduate students (3,4) . ...
Objective:To measure the acceptance level of the Personal Digital Assistance (PDA)’suse among nursing students as a tool of education in the Kingdom of Saudi Arabia. Methodology: Eighty-nine nursing students participated in this cross-sectional descriptive study by completing a questionnaire based on the Technology Acceptance Model (TAM) by Davis. Two dimensions were explored and evaluated; (1) the applicability of the TAM model in assessing this technology; and (2) the overall percentage of students’ agreement on the different TAM variables. Results: This study presented significant positive influence between all the casual elements in TAM and therefore have confirmed the applicability of the TAM model in this study. The largest influence was 32.2%of intentional behavior caused by the attitudes toward using the technology. Overall, 94.9% of students reported a positive attitude in the future utilization of PDA’s. Recommendations: The results of the study revealed a positive direction.An encouraging impact of the use of PDA’s in both classroom and clinical settings.Therefore, the researchers recommend to explore more areas of research in measuring the effect of utilization of such devices in improving health educational outcomes in both classroom and clinical setting
... PDA's have advertently moved references and standards of care from the shelves into hands of nurses (1,2) . They provide instant information on patients' data, treatment options, and drug therapy (3) . ...
... With students, PDA's were reported more useful in clinical settings where access to nursing recourses is convenient and fast. Faculty have also reported usefulness in maintaining an electronic record of all students, where monitoring students and following through their clinical experience is more convenient and time saving (3) . Furthermore, a comparative study on nursing students done by an interdisciplinary team at Virginia State University reported that 81% of students found that resources on their PDA's where useful in answering their clinical questions. ...
... Obviously participants' age is a great contributor to that as the study targeted undergraduate students who are used to technology in their daily lives. This confirms the results of previous studies where technology barriers were identified between graduate and undergraduate students (3,4) . ...
Objective: To measure the acceptance level of the Personal Digital Assistance (PDA)'s use among nursing students as a tool of education in the Kingdom of Saudi Arabia. Methodology: Eighty-nine nursing students participated in this cross-sectional descriptive study by completing a questionnaire based on the Technology Acceptance Model (TAM) by Davis. Two dimensions were explored and evaluated; (1) the applicability of the TAM model in assessing this technology; and (2) the overall percentage of students' agreement on the different TAM variables. Results: This study presented significant positive influence between all the casual elements in TAM and therefore have confirmed the applicability of the TAM model in this study. The largest influence was 32.2% of intentional behavior caused by the attitudes toward using the technology. Overall, 94.9% of students reported a positive attitude in the future utilization of PDA's. Recommendations: The results of the study revealed a positive direction. An encouraging impact of the use of PDA's in both classroom and clinical settings. Therefore, the researchers recommend to explore more areas of research in measuring the effect of utilization of such devices in improving health educational outcomes in both classroom and clinical setting.
... The results of this study reveal that the infusion of MHS by clinicians has a positive impact on individual-level outcomes such as effectiveness, efficiency and learning. The impact of infusion on learning was previously reported in one infusion based study by White et al., (2005). This study coincides with their work and argues that learning improves as a result of infusing MHS in a healthcare domain. ...
... This study coincides with their work and argues that learning improves as a result of infusing MHS in a healthcare domain. This study extends the work of White et al., (2005), however, by quantifying the extent to which infusion of MHS by clinicians impacts learning. Existing research examining the impact MHS infusion on individual effectiveness is under investigated in the infusion literature. ...
... Existing research examining the impact MHS infusion on individual effectiveness is under investigated in the infusion literature. White et al., (2005) found that MHS infusion can lead to improvements in terms of delivering healthcare services. This study reinforces this fact; but yet goes further by concluding that effectiveness is the factor impacted the most by MHS infusion by clinicians. ...
n recent years, clinicians are beginning to utilise Mobile Health Systems (mobile devices with
clinical applications) when delivering healthcare services to patients at the point-of-care. For Mobile
Health Systems (MHS) to be truly valuable, it is argued that the technological artefact be utilised
post-
adoption and embedded within the clinicians’ work practices. Infusion is a post
-adoptive phase
of the Cooper and Zmud (1990) model whereby potential benefits can be obtained by the user through
exhaustive use of the IT. Yet, there is a dearth of research focusing on the benefits derived from MHS
infusion. In response, an exploratory study is undertaken in this paper whereby a conceptual model
with eleven hypotheses is presented and examined. The empirical findings of the developed infusion
model reveal key factors which positively impacts MHS infusion (availability, self-efficacy, time-
criticality, habit, technology trust and
ta
sk behaviour). More specifically, it provides empirical
evidence surrounding the benefits which can be obtained through the infusion of MHS by clinicians.
This study illustrates that infusion leads to improvements in (1) individual effectiveness in terms of
clinical care, (2) efficiency in terms of individuals’ workflow, and (3) learning. As a result, this
research study contributes to both theory and practice
... Integrating technologies throughout a curriculum promotes 'technology as a philosophy' and provides educators with support for mobile device use (Joseph and Guttman, 2011;White et al., 2005;Zurmehly, 2010). Several groups advocate that technologies be integrated into the entire curricula (Cibulka and Crane-Wider, 2011;Huffstutler et al., 2002;Zurmehly, 2010). ...
... Several groups advocate that technologies be integrated into the entire curricula (Cibulka and Crane-Wider, 2011;Huffstutler et al., 2002;Zurmehly, 2010). Resources that are in alignment with the school's philosophy and curriculum are more likely to be adopted (Huffstutler et al., 2002;Mosa et al., 2012;Skiba, 2011;White et al., 2005). ...
... Policies and education must stress patient confidentiality specific to mobile devices, the de-identification of patient data, password use, and secure device storage (Goss and Carrico, 2002;Hohler, 2004;Kuiper, 2010;Peterson, 2003;Phillippi and Wyatt, 2011;Thede and Sewell, 2010;White et al., 2005). ...
To identify studies reporting mobile device integration into undergraduate and graduate nursing curricula. To explore the potential use of Rogers' Diffusion of Innovation model as a framework to guide implementation of mobile devices into nursing curricula.
Literature review and thematic categorization.
Literature published up until June 2013 was searched using EBSCO, PubMed, and Google Scholar.
The literature was reviewed for research articles pertaining to mobile device use in nursing education. Research articles were grouped by study design, and articles were classified by: 1) strategies for individual adopters and 2) strategies for organizations. Rogers' Diffusion of Innovation theory was used to categorize reported implementation strategies.
Fifty-two research studies were identified. Strategies for implementation were varied, and challenges to integrating mobile devices include lack of administrative support and time/funding to educate faculty as well as students. Overall, the use of mobile devices appears to provide benefits to nursing students; however the research evidence is limited.
Anticipating challenges and ensuring a well laid out strategic plan can assist in supporting successful integration of mobile devices.
... The small and light-weight handhelds are easy to carry throughout learning activities, which makes it particularly useful for using in clinical sites. As White et al. (2005) pointed out, PDAs were probably the most useful tools for supporting students in clinical settings, where the pace is fast and resources may not be readily available. ...
... Our literature search found only two studies that used the wireless features of handhelds in clinical training. White and et al. (2005) used only the wirelessly beam (IR) feature in their study, and students beamed their document to the instructor's PDA in the clinical site once a week. The study by Garrett and Jackson (2006) equipped students' PDA with WiFi and cell phone/GPRS (General Packet Radio Service) and showed that students mainly used the PDAs as electronic reference tools rather than for data recording and communication. ...
... We have found that students used PDAs to do homework, take notes, record talks, and look up terms wherever needed (at the hospital, on the bus, or at home). Similar observations were also described in White et al. (2005). ...
This paper reports our implementation and evaluation of a wireless handheld learning environment used to support a clinical nursing practicum course. The learning environment was designed so that nursing students could use handhelds for recording information, organizing ideas, assessing patients, and also for interaction and collaboration with peers during an on-site clinical practicum. Our wireless handheld learning environment was field tested during a three-week practicum session. Analysis of data showed that both the instructor and the student benefited from using the Personal Digital Assistant (PDA) environment. The handhelds not only provided students with scaffolds to enhance learning but also facilitated peer cooperation and interaction with the instructor. Issues resulted from our implementation included things like the capacity of handhelds, network access, and participants' preconceptions on using PC-based systems. © International Forum of Educational Technology & Society (IFETS).
... The PDA has been described as an innovative technology that is increasingly used by nurses to improve workflow, provide access to drug and patient care information, facilitate calculation of doses, and provide access to clinical references at the point of care or the patient's bedside (Tooley & Mayo, 2003; White et al., 2005). PDA's have been described as having a transformational effect on nursing practice (Thompson, 2005) and they are now required in some undergraduate nursing programs (White, Allen, Goodwin, Breckinridge, Dowell & Garvey, 2005). ...
... The PDA has been described as an innovative technology that is increasingly used by nurses to improve workflow, provide access to drug and patient care information, facilitate calculation of doses, and provide access to clinical references at the point of care or the patient's bedside (Tooley & Mayo, 2003; White et al., 2005). PDA's have been described as having a transformational effect on nursing practice (Thompson, 2005) and they are now required in some undergraduate nursing programs (White, Allen, Goodwin, Breckinridge, Dowell & Garvey, 2005). The transformation or decentralization of nursing information from traditional sources such tas extbooks and manuals to the nurses' handheld computer is likely empowering. ...
... The PDA has been described as an innovative technology that is increasingly used by nurses to improve workflow, provide access to drug and patient care information, facilitate calculation of doses, and provide access to clinical references at the point of care or the patient's bedside (Tooley & Mayo, 2003; White et al., 2005). PDA's have been described as having a transformational effect on nursing practice (Thompson, 2005) and they are now required in some undergraduate nursing programs (White, Allen, Goodwin, Breckinridge, Dowell & Garvey, 2005). ...
... The PDA has been described as an innovative technology that is increasingly used by nurses to improve workflow, provide access to drug and patient care information, facilitate calculation of doses, and provide access to clinical references at the point of care or the patient's bedside (Tooley & Mayo, 2003; White et al., 2005). PDA's have been described as having a transformational effect on nursing practice (Thompson, 2005) and they are now required in some undergraduate nursing programs (White, Allen, Goodwin, Breckinridge, Dowell & Garvey, 2005). The transformation or decentralization of nursing information from traditional sources such tas extbooks and manuals to the nurses' handheld computer is likely empowering. ...
... Bu değişme ve gelişmeler bağlamında, gereklilikler dikkate alındığında günümüzde hemşirelik eğitiminde öğrencilere bilgi, beceri, tutum ve davranışlar kazandırmak ya da var olanı geliştirmek amacıyla simülasyon, oyun, öğretimsel video, e-portfolyo, mobil araçlar ve teknoloji destekli öğretim materyalleri vb. yenilikçi teknolojilerin kullanımının giderek yaygınlaştığı görülmektedir (12,13). ...
Covid-19 pandemisi ile değişen eğitim paradigması dünyada olduğu gibi hemşirelik eğitiminde de yeniliklere ve gelişmelere sebep olmuştur. Bu süreç içerisinde mevcut değişimlerden hemşirelik eğitimi de etkilenmiştir. Pandemi sürecinde eğitimdeki en büyük değişimlerden biri olan uzaktan eğitim hemşirelik eğitimine entegre olmuş, değişen ve gelişen teknoloji ile yeniliklere ihtiyaç duyulmuş ve bu alanda bilgi açığı ortaya çıkmıştır. Bu bağlamda teknolojik yeniliklerden biri olan Web 2.0 araçlarının eğitimde değeri artmış ve birçok etkiye sahip olan araçların hemşirelik eğitiminde de kullanımı artmıştır. Bu derlemede, gelişim ve değişim gösteren teknolojilerin hemşirelik eğitimindeki önemi, kullanılan ve kullanılabilecek etkileşimli araçlar ve hemşirelik eğitimindeki yerini ortaya koymak amaçlanmıştır. Bu çalışma, hemşirelik eğitimini destekleyici uygulamalar ve etkileşimli eğitim teknolojileri sunulmuş, kullanım alanları ve etkilerine yer verilecektir.
... • Authentic learning, where meaningful learning tasks were related to immedi- ate learning goals, for example basic lit- eracy or numeracy in work-based learn- ing on the job or learning on placement for junior doctors in surgeries, student vetenarian surgeons in consultations, nursing trainees in the wards and trainee teachers in schools (Smördal & Gregory, 2003;White et al., 2005;Kneebone & Brenton, 2005;Kenny et al., 2009). ...
Personal mobile devices are central to the current digital age, and will soon be pervasive and ubiquitous, and unremarkable in most of the world’s societies and cultures. They are central to the educational futures for the digital age, to both in theory and practice. They are, however, not straightforward. Whilst the relationships of these technologies to formal education and its professions and institutions, conceptualised as ‘mobile learning’, seemed straightforward, it has also become increasingly marginal and irrelevant whilst the relationship between mobile devices and society outside formal education is increasingly problematising the nature, role and purpose of both education and learning. This article explores this tension; it characterises and conceptualises it in terms of competing paradigms.
... There are a number of studies with regard to the use of m-learning in teacher education (e.g., Brown, 2004;Perry, 2000;Stockwell, 2007Stockwell, & 2008Taylor, 2005;White, 2005). Additionally, Song and Fox (2005) used m-learning with task-based language learning (TBLL) in ESL settings and found a great improvement in the performance of students. ...
p>Vocabulary acquisition is one of the most important aspects of language learning. There are a number of techniques and technologies which enhance vocabulary learning in the year 2012, e.g. wordlists, flashcards and m-learning. Mobile phones are among those devices which not only meet the expectations of their users for communication, but are also good devices for language learning. Mobile phones can be used anywhere and anytime, and students are free to use them inside or outside the classroom setting. The present study compared the use of two strategies for vocabulary learning (i.e. flashcards and m-learning) among 80 students studying English Literature and Translation at BA level in a non-profit, non-governmental university in the city of Tehran, the capital of Iran. The findings showed that the use of mobile phones for language learning and vocabulary learning would be a better strategy compared to the use of other paramount techniques, such as flashcards.</p
... Furthermore, it was found that integrating cognitive apprenticeship model with mobile-based learning environment allowed us to develop more realistic applications informed by pedagogical underpinning. Unlike other studies (Garrett and Jackson, 2006;White et al., 2005), therefore, the mobile learning environment in this study allowed students to fully use mobile devices for information referencing, data recording and communication in clinical settings. Yet, further research is needed to develop more tools (e.g. ...
Purpose
This paper aims to illustrate how mobile devices could be applied to substantiate cognitive apprenticeship model to optimize nursing students’ learning experiences in clinical settings.
Design/methodology/approach
Eight female students from a nursing college in Taiwan were recruited in this study. They enrolled in a three-week nursing clinical practicum session in the area of psychiatric nursing.
Findings
Analysis of interview data from students and instructor showed that use of the mobile technology could promote the effectiveness of cognitive apprenticeship model, especially for processes of reflection, coaching, scaffolding and articulation.
Originality/value
The present study intended to bridge the gap between mobile technologies and cognitive apprenticeship. This study explores students’ experiences and expectations of using mobile technology in clinical nursing courses and clarifies how the cognitive apprenticeship model fits students’ experiences during using mobile technology in the clinical nursing course.
... Mobile technology resources provide the support needed to achieve competencies required in information-intensive healthcare delivery systems (George et al., 2010). Mobile technology allow for immediate access to important knowledge for practice as well as solidifying professional confidence by allowing the student to provide immediate patient feedback (White et al., 2005). While several articles have been published on the use of mobile technology in nursing education, little work has been done in the application of mobile technology in both dental hygiene practice and education (Covington & Claudepierre, 2006). ...
Blending On-line Tools in Engineering Courses
On-line course materials such as videos, web pages and so on are generally assumed to be more effective with large classes as they provide a unidirectional medium of instruction. On the other hand, some on-line tools, such as, discussion boards and forums that aim to facilitate feedback between students and instructors outside the classroom environment seem to be useful if the class size is small. In this paper, we describe how we used a blended teaching and learning approach to improve learning in a medium size university class. It is a junior year undergraduate course offered in the Department of Electrical- Electronics Engineering at a foundation university in Turkey. There are 44
students in the class. The majority of students are familiar with the Blackboard Learn® platform used mostly in mass courses where the class size is over 200. The on-line component of the present course is making use of narrated videos of slide shows used in the lectures; short videos other than the videos of the slide shows that are publicly available on the Internet; weekly assignments based on course content and discussions on forums provided in the online learning system. In this paper, we describe our course design and its rationale in detail. We also present students’ reflections on online and
face-to-face components of the course content. The preliminary results of the study show that students seem to be involved in the course more when they have access to learning materials in different media.
... When assisting practice-based learning in a nursing training programme, White et al., (2005) considers implementation of mobile devices improving self-confidence of nursing students. Introducing mobile devices in nursing training programmes complements a traditional learning environment; providing better confidence and interactive participation in the learning process (Wu, Hwang, Tsai, Chen & Huang, 2011), inspired nurses to share personal clinical experiences using social groups and improved nurses' content knowledge and experiences compared to traditional educational practices (Wu, 2014). ...
Fragmented connectivity in South Africa is the dominant barrier for digitising initiatives. New insights surfaced when a university-based nursing programme introduced tablets within a supportive network learning environment. A qualitative, explorative design investigated adult nurses' experiences of the realities when moving from paper-based learning towards using tablets within a blended learning environment. Purposive sampling was applied. 45 (N) participants were included, each receiving a preloaded tablet (15 running on iOS, 15 on Android 4.2.2 Jelly Bean and 15 on Windows® 8 operating systems), being WiFi-dependent, integrated into a supportive learning network. Participants completed eleven compulsory Internet-based activities. Three reflective focus groups with 18 (n) participants concluded the project. Through self-empowerment and supportive environment, students adopted seamlessly, overcame network and resource-related challenges. Valuable lessons were learned within the digital divide, integrate tablets into distance learning from a resilient and pragmatic approach.
... In the wider adoption literature researchers have found that mobile technologies impact performance of mobile workers and promote efficiency (Basole 2004;Hsiao and Chen 2012;Rossi et al. 2007). In particular, mHealth research has shown that infusion can lead to increased individual performance in terms of effectiveness, efficiency and learning (White et al. 2005). This study extends this research by quantifying the extent to which infusion impacts individual performance of healthcare practitioners in a clinical healthcare setting. ...
While mobile Health (mHealth) holds much potential, the infusion of mHealth is still in its infancy and has yet to achieve sufficient attention in the Information Systems field. As a result, the objective of this paper is to identify the (a) determinants for successful infusion of mHealth by healthcare practitioners and (b) benefits healthcare practitioners perceive from infusing mHealth. A sequential mixed methods approach (case study and survey) is employed to achieve this objective. The study contributes to IS theory and practice by: (1) developing a model with six determinants (Availability, Self-Efficacy, Time-Criticality, Habit, Technology Trust, and Task Behaviour) and three individual performance-related benefits associated with mHealth infusion (Effectiveness, Efficiency, and Learning), (2) exploring undocumented determinants and relationships, (3) identifying conditions that both healthcare practitioners and organisations can employ to assist with mHealth infusion and (4) informing healthcare organisations and vendors as to the performance of mHealth in post-adoptive scenarios.
... Physicians are often given easier access to the technology needed to run health care apps and administration seems to have a more relaxed attitude toward the use of these devices by these professionals [1,2]. Initially, personal digital assistants (PDAs) [3][4][5][6][7][8][9][10][11][12][13][14][15][16] were first used; however, these have now been surpassed by the smartphone-a PDA with multiple capabilities. These phones offer voice and text communication, advanced computing, and communication capability, including Internet access and geo-positioning systems. ...
Background:
Smartphones and other mobile devices are having and will continue to have an impact on health care delivery in acute settings in Australia and overseas. Nurses, unlike physicians, have been slow to adopt these technologies and the reasons for this may relate to the status of both these professions within the hospital setting.
Objective:
To explore nurses' perspectives on iPhone use within an acute care unit. We examined their experiences and views on how this device may improve communication and decision-making processes at the point of care.
Methods:
Two focus group discussions, using a semistructured interview, were conducted over the trial period. The discussions focused on the nurses' experiences regarding ease of use, features, and capabilities of the device. The focus groups were recorded, transcribed, and analyzed using semistructured interview questions as a guide.
Results:
The positive findings indicated that the iPhones were accessible and portable at point of care with patients, enhanced communication in the workplace, particularly among the nurses, and that this technology would evolve and be embraced by all nurses in the future. The negatives were the small screen size when undertaking bedside education for the patient and the invasive nature of the device. Another issue was the perception of being viewed as unprofessional when using the device in real time with the patients and their family.
Conclusions:
The use of iPhones by nurses in acute care settings has the potential to enhance patient care, especially through more effective communication among nurses, and other health care professionals. To ensure that the benefits of this technology is woven into the everyday practice of the nurse, it is important that leaders in these organizations develop the agenda or policy to ensure that this occurs.
... 52 Using PDAs has also been associated to improved leadership capacities, trust, and self-efficiency. 54 However, some experimental studies 59 state that using PDAs has adverse effects with respect to knowledge acquisition. The advent of the smart phone, a natural evolution of the PDA, which includes functions of a mobile phone, opens new possibilities of application to the educational practice. ...
Objective. This article sought to explore the adoption of wireless devices in university nursing teaching and address their repercussion on future professionals. Methodology. This is a bibliographical study conducted in 2011, which analyzed international publications on the use, review, application, opinion, and experimentation of wireless devices in university nursing teaching of wireless technology in nursing teaching. The following databases were used: Medline and Science@Direct. Results. A total of 503 articles were extracted and 77 were selected, of which 40 investigated the Personal Digital Assistant (PDA), 13 the clicker (Student Response Wireless System), and six the smart phone. The use of mobile devices has experienced strong growth during the last five years, especially PDAs. Conclusion. Use of mobile devices in university nursing teaching has grown in recent years, especially PDAs
... There are a number of studies with regard to the use of m-learning in teacher education (e.g. Perry, 2000;Brown, 2004;Taylor, 2005;White, 2005;Stockwell, 2007;Stockwell, 2008). Additionally, Song and Fox (2005) used m-learning with Task-Based Language Learning (TBLL) in ESL settings and found a great improvement in the performance of students. ...
Vocabulary learning is one of the most important aspects of language learning. There are a number of techniques and technologies which enhance vocabulary learning in the year 2012, e.g. wordlists, flashcards and m-learning. Mobile phones are among those devices which not only meet the expectations of their users for communication, but are also good devices for language learning. Mobile phones can be used anywhere and anytime, and students are free to use them inside or outside the classroom setting. The present study compared the use of two strategies for vocabulary learning (i.e. flashcards and m-learning) among 80 students studying English Literature and Translation at BA level in a non-profit, non-governmental university in the city of Tehran, the capital of Iran. The findings showed that the use of mobile phones for language learning and vocabulary learning would be a better strategy compared to the use of other paramount techniques, such as flashcards.
... Study of the potential use of mobile technologies for communication has been very limited to date. Newbold (2003) cites uses of mobile technology for clinical consultation and White et al. (2005) report its application in nursing education for instructor-student communication. Technology is no longer optional and we are operating in a different world, a world where connectivity is becoming ubiquitous (Kramer, 2008; Ally, 2008; Prensky, 2008; Engeström, 2008) by blurring the boundaries between formal and informal learning (Triggs, 2008), where the learner is in control of his/her learning, and where the teacher becomes a guide to learning (Laurillard, 2008a). ...
... Nurse perceptions may have changed if they used the PDAs as information tools (eg, to exchange e-mails with physicians or other nurses when seeking for remote consulting) or knowledge tools (eg, searching for evidence on the Internet). Eventually, PDAs could become educational tools for homecare nurses, 28 and their perceptions regarding the adoption of these tools may evolve accordingly. ...
Pervasive healthcare support through mobile information technology solutions is playing an increasing role in the attempt to improve healthcare and reduce costs. Despite the apparent attractiveness, many mobile applications have failed or have not been implemented as predicted. Among factors possibly leading to such outcomes, technology adoption is a key problem. This must be investigated early in the development process because healthcare is a particularly sensitive area with vital social implications. Moreover, it is important to investigate technology acceptance using the support of scientific tools validated for relevant information systems research. This article presents an empirical study based on the Technology Acceptance Model 2 in mobile homecare nursing. The study elicited the perceptions of 91 Canadian nurses who used personal digital assistants for 1 month in their daily activities. A partial least squares modeling data analysis revealed that nurse's perception of usefulness is the main factor in the adoption of mobile technology, having subjective norm and image within the organization as significant antecedents. Overall, this study was the first attempt at investigating scientifically, through a pertinent information systems research model, user adoption of mobile systems by homecare nursing personnel.
Background: Innovation is defined as "the applied use of knowledge for the production and provision of new or substantially improved products, processes or services that find direct productive, utilitarian or commercial application. Innovations in healthcare fall under the broader umbrella of social innovations.Aim: The presentation of innovation in the field of nursing science and the promotion of its beneficial role in the development of nursing practice and in the improvement of the care provided.Material and method: A literature review was conducted in online databases (Google Scholar, PubMed) with appropriate indexing words. Articles published in Greek or English language were sought, in reputable journals with a publication date after 2000.Results: In nursing, as in science and art, there are both elements of product innovations and elements of process-related innovations. Innovation in nursing science is widespread with the direct effect of improving nursing practice, patient experiences and providing care.Conclusions: By proposing and implementing innovations in nursing science, important results are achieved such as modern concepts, new knowledge and skills, scientific recognition of nurses, the formation of a different work culture as well as higher incomes. The nurse leader forms a working culture of innovations, encourages nurses in continuing education, facilitates the development of innovations and actively participates.
This chapter outlines how innovative research methods were developed (Calbraith, 2010), and how the model described in this chapter was based on (and adapted from) comprehensive research concerning learning objects (Calbraith & Dennick, 2009). It describes how the model was designed and developed to create a robust foundation on which to build rigorous research-based content for mobile learning. Taking a step-by-step approach it describes how reliable pedagogies were formed, how subsequent research testing distilled factors noted from this method into both unique and generic pedagogical principles, and how the principles formed can be used in any context or discipline to produce effective and enjoyable learning. The authors include analysis of a worked example using this approach (in this instance from Nursing) in order to illustrate how each stage of the model may be performed, and to make clear how the process may be replicated and incorporated into many different settings.
This chapter reports on the use of simulation in supporting decision-making about what data to collect in a randomized clinical trial (RCT). We show how simulation also allows the identification of critical variables in the RCT by measuring their effects on the simulation model’s “behavior.” Healthcare systems pose many of the challenges, including difficulty in understanding the system being studied, uncertainty over which data to collect, and problems of communication between problem owners. In this chapter we show how simulation also allows the identification of critical variables in the RCT by measuring their effects on the simulation model’s “behavior.” The experience of developing the simulation model leads us to suggest simple but extremely valuable lessons. The first relates to the inclusion of stakeholders in the modeling process and the accessibility of the resulting models. The ownership and confidence felt by stakeholders in our case is, we feel, extremely important and may provide an example to others developing models.
The evolution of information technology has exerted great influence on nursing education via new pedagogy of knowledge delivery without time and place restriction. Mobile technology revolutionises nursing education and clinical practice via empowering skills of critical thinking and clinical decision-making through learning. The aim of this study is to evaluate the effectiveness of using mobile messenger (Whatsapp) as an educational supporting tool among nursing students. The study design used is a Cluster Randomized Control Trail. Two nursing colleges were selected. Sample size was 93 participants, 48 from the Kuala Terengganu Nursing College Kuala Terengganu as the intervention group while the control group were recruited among 45 participants from UniSZA Nursing College. There is a significant difference in the level of knowledge between pre and posttest among intervention group (mean difference was -8.70 with a standard deviation 8.42, p-value< 0.001) and 93.8 percent of the respondents perceived the usefulness of using WhatsApp mobile messenger to enhance learning. This demonstrates that learning through mobile messenger (WhatsApp) enhances learning and is well received as a new method of learning by almost all students. Keywords: Mobile learning, WhatsApp messenger, Social Interaction
Background:
Smartphones have the potential to revolutionize the way in which nurses practice by facilitating access to evidence-based resources, however their integration in nursing practice remain variable. Millennials tend to be more comfortable with technology, yet find themselves limited in their ability to use smartphones within the context of clinical practice.
Methods/data sources:
Using a qualitative descriptive design, we explored nursing students' perceptions of using smartphones in the community practicum. Individual semi-structured interviews were conducted and verbatim transcripts were subjected to data analysis.
Participants:
The sample consisted of 8 undergraduate and graduate nursing students. Participants were recruited using a purposive sampling strategy.
Results:
Students' narratives describe unclear expectations regarding the use of smartphones that force them to adopt individualized strategies to maintain their professional image and avoid negative consequences.
Conclusion:
A cultural shift will be required at the academic and organizational levels if we are to foster acceptance of smartphones in community practice going forward.
The popularity of social networking has changed interactive relationships between people. The development of mobile devices has further provided diverse communication channels for social networking websites. In virtual communities, the rich resources, instantaneous feedback, and sharing of information have led many studies to apply it to instructional environments involving collaborative learning. This study uses Google+ as the learning platform, Pad as the learning device, and group investigation (GI) as the collaborative learning instructional strategy, introducing it in a public health nursing practical training course at a nursing school. The experiment shows that students using the Google+ system to carry out GI collaborative learning have better learning effects than those engaging in GI instruction using a traditional paper-based method. Most learners and instructors expressed hope that future courses can be conducted in this manner.
The use of Personal Digital Assistants (PDAs) and smartphones (combined mobile telephone and PDA) in Nurse Education is a relatively new development, in its infancy. The use of mobile technologies by health care professionals is increasing, and it seems likely to accelerate, as mobile information and communication technologies become more ubiquitous in wider society. The chapter reports on a smallscale feasibility study to evaluate the practicalities of supporting student nurses on their first clinical placements with PDAs that have been pre-loaded with reusable e-learning objects. The student nurses generally found the PDA easy to use and carry on their person, valued the availability of the reusable elearning object on their clinical placements and called for more of them to be made available to learners.
In recent years, clinicians are beginning to utilise Mobile Health Systems (mobile devices with clinical applications) when delivering healthcare services to patients at the point-of-care. For Mobile Health Systems (MHS) to be truly valuable, it is argued that the technological artefact be utilised post-Adoption and embedded within the clinicians' work practices. Infusion is a post-Adoptive phase of the Cooper and Zmud (1990) model whereby potential benefits can be obtained by the user through exhaustive use of the IT. Yet, there is a dearth of research focusing on the benefits derived from MHS infusion. In response, an exploratory study is undertaken in this paper whereby a conceptual model with eleven hypotheses is presented and examined. The empirical findings of the developed infusion model reveal key factors which positively impacts MHS infusion (availability, self-efficacy, timecriticality, habit, technology trust and task behaviour). More specifically, it provides empirical evidence surrounding the benefits which can be obtained through the infusion of MHS by clinicians. This study illustrates that infusion leads to improvements in (1) individual effectiveness in terms of clinical care, (2) efficiency in terms of individuals' workflow, and (3) learning. As a result, this research study contributes to both theory and practice.
This study designed a mobile Annotation System for Health Education to assist nursing students in health education practice course. Learning strategy used PBL for planning the educational activities and assisting nursing students in internalizing professional knowledge and developing critical thinking. According to the experimental results, introduction of information technology in public health nursing practice course can really promote learning effectiveness. Furthermore, the majority of nursing students and nursing educator are showing positive attitude towards this annotation system, and looking forward to using again in related practice courses in the future.
The use of technology is a required competency of baccalaureate nursing graduates. The purpose of this pilot study was to compare perceptions of students who use traditional, paper-based resources with those who use electronic resources in the clinical setting. Students from clinical nursing courses from a southeastern university were invited to participate. The average age was 22.75, with a range of 20 to 45. Seventy five percent of the students were age 21 or 22. They were junior and senior nursing students enrolled in adult clinical courses on either a medical surgical or critical care unit in a baccalaureate nursing program. Half of the participants used traditional written resources, and half accessed these resources electronically using an iPad as a personal digital assistant (PDA). Using an investigator-developed tool, data were collected and analyzed for statistical significance. The questionnaire contained both open ended and three-point Likert Scale questions. The responses to the qualitative questions were categorized for ease of interpretation. Responses to both types of questions indicated that students perceived electronic resources to be easily accessible, quick, and easy to use whereas traditional resources were perceived to be more time-consuming. Nurse educators can use this study's findings to improve students' use of evidence-based information at the point of care in the clinical setting. © 2015 Healthcare Information and Management Systems Society (HIMSS).
Learning with mobiles will undoubtedly shape the frontiers of learning technologies in every global context. Looking back over the past 10 years of mobile learning we can see increasing evidence and experience of mobiles driving the agenda for other established learning technologies and either taking learning to people and communities who were previously too distant or expensive to reach or enhancing, enriching and challenging the conceptions of learning itself. This has taken place in an increasingly global context gradually achieving international visibility and recognition but has not been wholly benign as the medium for specific agendas. This chapter reviews this previous decade and then looks forwards to a world where increasingly the notion of learning technology is itself problematic as technology, especially mobile technology, becomes a pervasive, universal, ubiquitous and defining characteristic, taken-for-granted and not-worth-mentioning. The world is no longer a world with technology and mobile technology added in, somehow separate, additional and optional, but is becoming a world unthinkable without technology, particularly mobile technology. This transforms knowledge and knowing and challenges education to stay credible. Learning with mobiles is no longer learning as we knew it somehow delivered or enriched by mobile technology, it becomes learning defined by societies defined by mobile technology. This chapter explores these issues.
Virtual communities provide numerous resources, immediate feedback, and information sharing, enabling people to rapidly acquire information and knowledge and supporting diverse applications that facilitate interpersonal interactions, communication, and sharing. Moreover, incorporating highly mobile and convenient devices into practice-based courses can be advantageous in learning situations. Therefore, in this study, a tablet PC and Google + were introduced to a health education practice course to elucidate satisfaction of learning module and conditions and analyze the sequence and frequency of learning behaviors during the social-network-based learning process. According to the analytical results, social networks can improve interaction among peers and between educators and students, particularly when these networks used to search for data, post articles, engage in discussions, and communicate. In addition, most nursing students and nursing educators expressed a positive attitude and satisfaction toward these innovative teaching methods, and looked forward to continuing the use of this learning approach.
In recent years, mobile device-assisted clinical education has become popular among nursing school students. The introduction of mobile devices saves manpower and reduces errors while enhancing nursing students' professional knowledge and skills. To respond to the demands of various learning strategies and to maintain existing systems of education, the concept of Cloud Learning is gradually being introduced to instructional environments. Cloud computing facilitates learning that is personalized, diverse, and virtual. This study involved assessing the advantages of mobile devices and Cloud Learning in a public health practice course, in which Google+ was used as the learning platform, integrating various application tools. Users could save and access data by using any wireless Internet device. The platform was student centered and based on resource sharing and collaborative learning. With the assistance of highly flexible and convenient technology, certain obstacles in traditional practice training can be resolved. Our findings showed that the students who adopted Google+ were learned more effectively compared with those who were limited to traditional learning systems. Most students and the nurse educator expressed a positive attitude toward and were satisfied with the innovative learning method.
In nursing education, to prepare nurses to change environments and practice in new environments, a need for innovation always exists. Therefore, new strategies must be used in nursing education. Simulation and personal digital assistants (PDAs) are some of the new strategies. Simulation is a teaching strategy that involves replicating reality. Although today in many countries high- fidelity simulation is a growing teaching method, there is not a simulation laboratory in Turkish Nursing Schools yet. Simulation and PDAs can be infused into the Turkish undergraduate education program to help prepare nursing students for professional practice.
Personal Digital Assistants (PDAs) are handheld devices that combine computing, telephone/fax, Internet and networking features. PDAs can be loaded with all types of reference material to be utilized in many situations. Currently many schools of nursing are requiring students to purchase these devices in addition to other reference materials. Before integrating this technology into programs of nursing, it is important to gain understanding of student perceptions regarding usefulness and ease of use of PDA technology in the classroom and clinical setting, as well as general attitudes to computer use. The purpose of this study was to identify nursing students’ perceptions of the usefulness and ease of use of PDAs in the classroom and clinical setting, and their overall attitudes toward computers. A convenience sample of 54 senior nursing students was obtained from a university in the southeastern Florida region. Data were obtained with the use of a demographic form and survey form. The overall findings, consistent with previous studies, indicated the students perceive PDA technology to be useful and easy to use. The overall attitude toward computer use was positive, with the majority of the students accessing the Internet 1-20 or more times daily. Continuing research on identifying student perceptions of the usefulness and ease of use of PDAs and attitudes toward computer use will benefit Colleges of Nursing who would like to integrate this technology into the classroom and clinical setting.
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he information explosion and increasing popularity of electronic information storage means nursing students today must access a variety of information repositories to retrieve health and nursing information. Nurse educators are called to design innovative teaching and learning opportunities for student nurses to attain informatics competence within the current health care environment. This paper reports student nurses' evaluation of a nursing information software program, Nursing Central © software (Unbound Medicine), that was housed on a handheld personal digital assistant (PDA) and used for a six-week clinical rotation (Jamieson et al., 2009). Eight (32%) of the intervention group nursing students completed the voluntarily online survey that contained open-ended and Likert questions. Study findings suggest that the PDA-based, Nursing Central © software improved access, retrieval, and quality of information to support nursing care in clinical practice. However, further study with a larger, more diverse sample and longer intervention period is required before widespread adoption of this teaching support within nursing education.
Background & Aim: Web-based technologies provide new opportunities for education, research and professional development of nursing. Nurses have few opportunities to use the Internet due to managers&apos obligations not to use the Internet in work hours, and their traditional attitudes to nursing practice. Establishment of a national nursing portal is a useful way to resolve some of these problems. The purpose of the present study was to investigate the experiences of development of nursing portals in some countries and provide helpful recommendations.
Methods & Materials: This was a descriptive- comparative study. Using systematic review of the literature, the least features for nursing portal structures and contents were identified. Then, the identified features were assessed in selected countries through observation or communication with the portal board.
Results: Personalization, user&aposs profile, search engine, platform-independent display, SSO capability, security mechanisms and collaborative capabilities, clinical guidelines, continuing education, electronic learning courses, and evidence-based nursing processes were common features in the nursing portals.
Conclusion: Development of a specialized comprehensive portal that has all of the desirable features can be achieved through clear definitions of strategies on portal development, maintenance, and analysis of user&aposs requirements. The main requirement to integrate services and contents provided by the portal include specific and integrated structure of all entities in nursing services systems.
Although mobile technology has the potential to promote patient safety by increasing accuracy and efficiency, faculty may find instituting a personal digital assistant (PDA) program overwhelming. In addition, there is a dearth of information on how students are using this technology. The authors discuss the implementation of a PDA program that required all nursing students entering their first clinical rotation to purchase a PDA loaded with nursing software and describe how the students used this technology. Lessons learned along the way are emphasized to help faculty develop, implement, and/or improve their school's PDA/software program.
Smartphones are a new technology similar to PDAs but with expanded functions and greater Internet access. This article explores the potential uses and issues surrounding the use of smartphones in nursing education. While the functions of smartphones, such as sending text messages, viewing videos, and access to the Internet, may seem purely recreational, they can be used within the nursing curriculum to engage students and reinforce learning at any time or location. Smartphones can be used for quick access to educational materials and guidelines during clinical, class, or clinical conference. Students can review instructional videos prior to performing skills and readily reach their clinical instructor via text message. Downloadable applications, subscriptions, and reference materials expand the smartphone functions even further. Common concerns about requiring smartphones in nursing education include cost, disease transmission, and equipment interference; however, there are many ways to overcome these barriers and provide students with constant access to current clinical evidence.
Personal digital assistants (PDAs) were first used by the public in the early 1990 s. Initially used as a device to manage personal information, these devices quickly evolved. Currently, PDAs are capable of storing and exchanging large amounts of information, which truly make them handheld computers. As such, they have great value for professional use. Health care professionals require access to ever-expanding knowledge, and PDAs or other handheld computer devices can serve as valuable tools for education, information storage and retrieval, and clinical practice. This article describes the use of PDAs by undergraduate and graduate nursing students during their educational process. A descriptive study was conducted at a small, private university school of nursing at which all nursing students receive PDAs prior to their first clinical experiences. Findings from the study indicated that students used their PDAs for both classroom and clinical activities and that drug reference software was the most frequently used software application. Information was also obtained about the facilitators and barriers to PDA use.
Students commonly use mobile electronic devices (MEDs) for everyday activities such as e-mailing, texting, talking and playing. Students' familiarity with these devices may make it beneficial for educators to use MEDs to enhance classroom teaching and clinical learning.
This literature review examines the use of MEDs in radiography educational programs.
Various potential uses for MEDs are discussed, such as clinical logs, archiving data, accessing reference material and evaluation tools and providing course materials. The author also addresses factors for selecting an MED, advantages and disadvantages of MEDs, their limitations and suggestions for future research.
Research suggests that there are several areas in the classroom and clinical situations where MEDs could benefit students and faculty. In particular, MEDs may improve efficiency in data collection and clinical evaluation and prove valuable as an information delivery tool.
With the rapid turnover of health care information and the ongoing need for content revision, traditional textbooks may no longer serve as reliable, current resources for nursing students. Nurse educators, challenged to select relevant resources, are looking to handheld technology, or personal digital assistants (PDAs), for teaching and learning. The National League for Nursing Task Group on Instructional Technology has undertaken a review of articles in an attempt to summarize current literature regarding the use of PDAs in nursing. This article reports on the task group's findings. The task group identified a variety of articles and summarized relevant information for nursing education. Findings from the literature indicate that PDA use in the classroom and clinical setting has become more prevalent. However, only a small number of articles provide evidence about the effectiveness of PDAs in nursing. Most provide descriptive information and are also of value.
To test the feasibility and acceptability of the use of a mobile device to access evidence-based practice (EBP) resources in the clinical setting.
A pretest/posttest design was used with a convenience sample of 2nd- and 3rd-year preregistration undergraduate health care students in the United Kingdom. Questionnaires were used to measure (1) feasibility and acceptability of the mobile device and (2) perceptions of the development of EBP knowledge and skills. The study took place during the students' clinical practice and involved two meetings at the beginning and end of the placement period. A Web page was developed to support the process and provide links to key EBP resources.
Nineteen undergraduate physiotherapy and nursing students took part in the study. The main findings indicated a generally low level of utilisation of the mobile device in the clinical setting, primarily due to practical difficulties associated with accessing the Internet and the small size of the screen. Consequently, the majority of the students used personal computers (PCs) to access EBP resources. Through the process, students reported improvements in their knowledge and skills in relation to EBP and the appraisal of clinical guidelines.
Students were able to complete the EBP activity using either the mobile device or PC and reported improvements in their knowledge and skills in relation to EBP and the appraisal of clinical guidelines. Findings suggest that for undergraduate health care students, rapid access to online evidence in the clinical environment is not necessarily essential for the integration of the EBP process into practice, or for the development of EBP knowledge and skills, provided there is easy access to such evidence at some point during the placement period.
Changing technology is creating new ways to approach nursing education and practice. Beginning in 2003, using a quasi-experimental design, this project introduced personal digital assistants (PDAs) as a clinical tool to five experimental and control groups of students and faculty. The handheld device, or PDA, was loaded with e-books for clinical practice. Differences in learning styles and preferences emerged during the different phases of the study. Students were quickly able to master the technology and use the device effectively, reporting that they liked the concise nature of the information obtained. No students expressed dissatisfaction or regret at being in the experimental group. Results and implications for clinical practice, education, and library resources are discussed.
New national health information privacy standards have been issued by the U.S. Department of Health and Human Services (DHHS), pursuant to the Health Insurance Portability and Accountability Act of 1996 (HIPAA). The new regulations provide protection for the privacy of certain individually identifiable health data, referred to as protected health information (PHI). Balancing the protection of individual health information with the need to protect public health, the Privacy Rule expressly permits disclosures without individual authorization to public health authorities authorized by law to collect or receive the information for the purpose of preventing or controlling disease, injury, or disability, including but not limited to public health surveillance, investigation, and intervention.
Public health practice often requires the acquisition, use, and exchange of PHI to perform public health activities (e.g., public health surveillance, program evaluation, terrorism preparedness, outbreak investigations, direct health services, and public health research). Such information enables public health authorities to implement mandated activities (e.g., identifying, monitoring, and responding to death, disease, and disability among populations) and accomplish public health objectives. Public health authorities have a long history of respecting the confidentiality of PHI, and the majority of states as well as the federal government have laws that govern the use of, and serve to protect, identifiable information collected by public health authorities.
The purpose of this report is to help public health agencies and others understand and interpret their responsibilities under the Privacy Rule. Elsewhere, comprehensive DHHS guidance is located at the HIPAA website of the Office for Civil Rights (http://www.hhs.gov/ocr/hipaa/).
A medical personal digital assistant (PDA) initiative for healthcare students began in 2000 at the Uniformed Services University of the Health Sciences (USU). The University issued PDAs to Graduate School of Nursing (GSN) and School of Medicine (SOM) students. These devices were used to provide clinical reference material to the students, to facilitate clinical experience log collection, and the normal organizer functions of a PDA. Both medical and graduate nursing students were surveyed both before and during clinical training to determine the perceived usefulness of the PDA. A quantitative approach was utilized to emphasize the measurable variables.
Documentation of what nurses do and the consequential impact on the care and safety of the patient is essential for the optimal use of intravascular devices. The University of Louisville Hospital’s infection control department collaborated with the infusion therapy team on a project designed to provide an easier and more reliable way to quantify what the infusion therapy team did and the resultant patient outcomes. This project was based on software developed by the infection control department for use with the handheld personal digital assistant (PDA). This article will discuss how use of the PDA and software meet individual departmental needs and impact patient outcomes and patient safety by using evidence-based decision-making.
Faculty use numerous techniques to evaluate student nurses' clinical performance. The development of keen observational skills is crucial to evaluating students' performance, but this is only the first step. Fair student evaluations require the faculty member to recall incidents and draw sound conclusions about clinical performance events. There are various tools to assist the nurse educator in evaluating students' clinical performance. The authors describe one such tool, the anecdotal record, used by nursing faculty for clinical record keeping and evaluation. Guidelines for anecdotal record keeping and solutions to common management issues related to anecdotal record keeping are provided.
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Documentation of what nurses do and the consequential impact on the care and safety of the patient is essential for the optimal use of intravascular devices. The University of Louisville Hospital's infection control department collaborated with the infusion therapy team on a project designed to provide an easier and more reliable way to quantify what the infusion therapy team did and the resultant patient outcomes. This project was based on software developed by the infection control department for use with the handheld personal digital assistant (PDA). This article will discuss how use of the PDA and software meet individual departmental needs and impact patient outcomes and patient safety by using evidence-based decision-making.
Advances in technology must be integrated into curricula. The authors review the process and risks associated with adopting handheld technology and offer suggestions for integrating this technology into nursing curricula.
I have found the Palm IIIc to be useful in tracking undergraduate student progress in the clinical area. Entrepreneurial thinkers continue to develop new ideas in software, so the possibilities for using these devices will only grow. Future possibilities for handheld computers include built-in Internet connections or providing students with devices to record and analyze their experiences or complete assignments. Many nurses and physicians who have learned to use handheld computers are sure they never want to go back to using paper and pen (Labkoff & O'Mahony, 1997; Wilson & Fulmer, 1998). I will continue to depend on and find new uses for this pocket-sized, yet powerful, device.
Personal digital assistants (PDAs) are attaining increased functionality by acute care nurse practitioners (ACNPs). Supplemented by recently developed medical software, these devices assist nurse practitioners in having information available at the point of care. This article reviews the introductory use of PDAs throughout ACNP graduate training with an emphasis on clinical and classroom application.
• •PERSONAL DIGITAL ASSISTANTS (PDAs), are handheld minicomputers used for tasks such as referencing, documentation, and data storage and retrieval.
• •THESE DEVICES can help perioperative nurses solve problems associated with updating, maintaining, and retrieving surgical preference cards and accessing treatment and medication references.
• •CHOOSING A PDA and accessories, finding basic software, and writing a perioperative nursing program can be painless, even for a novice.
• •NURSING DOCUMENTATION can be accelerated and streamlined with the use of PDAs, which leaves perioperative nurses more time for quality patient care. AORN J 78 (December 2003) 996–1001.
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