Integrating mobile devices into nursing curricula: opportunities for implementation using Rogers' Diffusion of Innovation model

Are Nursing Faculty Future-Ready? The Effects of Emerging Technologies on Nursing Education

BACKGROUND

Preparing the next generation of nurses requires consideration for the integration of emerging technologies. This refers specifically to technologies that will shape and affect how care is delivered-not in today's health care facilities but in facilities 20 years from now and beyond.

METHOD

A cross-sectional survey examining how seven emerging technologies were integrated into nursing curricula was developed and distributed to nursing faculty. A multiple linear regression model was used to analyze the data for the level of integration. The model was adjusted for all demographic measures, and the independent variables of interest were developed from unified theory of acceptance and use of technology (UTAUT) constructs.

RESULTS

Performance, attitude, social influence, and effort were insignificant. Education and training, costs, and complexity were noted as top barriers to adoption.

CONCLUSION

A literature gap regarding integrating emerging technologies in nursing curricula exists. Further research is warranted to understand factors influencing integration. [J Nurs Educ. 2023;62(12):689-700.].

Whole versus hole: enabling community nurses to implement holistic wound care

OBJECTIVE

To improve wound-related quality of life (QoL) in clients with hard-to-heal wounds in their lower limbs and to increase referrals to multidisciplinary teams in the management of care for these clients.

METHOD

This was a quality improvement project with a two-group pretest-posttest interventional evaluation design. We implemented a package of interventions including the WounDS app, education related to wound care, and client engagement through a QoL self-assessment. Wound-related QoL was measured using the Cardiff Wound Impact Schedule and referrals to the multidisciplinary team were tracked through chart audits. We explored nurses' experiences with the interventions through semi-structured interviews.

RESULTS

Clients' average ratings for 'wellbeing', 'physical symptoms and daily living', and 'overall QoL' improved by 27%, 38% and 54%, respectively. The number of referrals increased by 78% post intervention. Nurses described the interventions as effective strategies that motivated them to implement a holistic approach to care.

CONCLUSION

The project was successful in creating a culture shift to practice holistic wound care. This package of interventions (WounDS app, education and client self-assessment of QoL) led to improvements in the QoL of clients with hard-to-heal wounds. Further studies are needed to generalise the findings. Strategies for sustainability include forming a champion group and providing the education and decision supports based on nurses' educational needs assessment.

Using formative evaluation of a community-based opioid overdose prevention program to inform strategic communication for adoption, implementation, and sustainability

BACKGROUND

Opioid addiction and overdose is a public health problem in the United States and is expected to remain with substance use increasing due to the COVID-19 pandemic. Communities that approach this issue through multi-sector partnerships experience more positive health outcomes. Understanding motivation for stakeholder engagement in these efforts is essential to successful adoption, implementation, and sustainability particularly in the shifting landscape of needs and resources.

METHODS

A formative evaluation was conducted on the C.L.E.A.R. Program in Massachusetts, a state heavily impacted by the opioid epidemic. A stakeholder power analysis identified appropriate stakeholders for the study (n = 9). The Consolidated Framework for Implementation Research (CFIR) guided data collection and analysis. Surveys (n = 8) examined perception and attitudes on the program; motivations and communication for engagement; and, benefits and barriers to collaboration. Stakeholder interviews (n = 6) explored the quantitative findings in more detail. Surveys were analyzed using descriptive statistics and a content analysis with deductive approach was conducted for stakeholder interviews. The Diffusion of Innovation (DOI) Theory guided recommendations for communications to engage stakeholders.

RESULTS

Agencies represented a range of sectors and the majority (n = 5) were familiar with the C.L.E.A.R.

PROGRAM

Despite the many strengths of the program and existing collaboration, based on the coding densities of each CFIR construct stakeholders identified crucial gaps in the services the program provided and noted that the overall infrastructure of the program could be enhanced. Opportunities for strategic communication to address the stages of DOI align with the gaps identified in the CFIR domains to result in increased agency collaboration and expansion of services into the surrounding communities to ensure sustainability of the C.L.E.A.R.

PROGRAM

CONCLUSIONS

This study explored factors necessary for ongoing multi-sector collaboration and sustainability of an existing community-based program especially given the changing context from COVID-19. Findings informed both program revisions and communication strategies to promote the program to new and existing collaborating agencies and the community served, and identify effective communication approaches across sectors. This is essential for successful implementation and sustainability of the program, especially as it is adapted and expanded to address post-pandemic times.

TRIAL REGISTRATION

This study does not report results of a health care intervention on human participants, however it was reviewed and determined an exempt study with the Boston University Institutional Review Board (IRB #H-42107).

eHealth Education: Methods to Enhance Oncology Nurse, Patient, and Caregiver Teaching

BACKGROUND

eHealth can enhance the delivery of clinical cancer care by offering unique education opportunities for oncology nurses, patients, and family caregivers throughout the cancer trajectory.

OBJECTIVES

This article reviews eHealth technology that can be applied to oncology education, such as mobile health applications, text messaging, web-based education, and audio- and videoconferencing.

METHODS

Case studies provide exemplars of eHealth technologies used for delivering oncology education to nurses, patients, and caregivers.

FINDINGS

By using eHealth technologies to obtain and provide education, oncology nurses are well positioned to improve the lives of patients and caregivers.

Nursing Students' Perceptions of Smartphone Use in the Clinical Care and Safety of Hospitalised Patients

Smartphones have become an indispensable item for nursing students. The use of these devices in the clinical setting could have various effects on the clinical work of nursing students. This study was to explore nursing students’ perceptions of their lived experiences of smartphone use in the clinical setting, in regard to patient safety. A descriptive phenomenological study was carried out. A total of 24 nursing students from a university in the southeast of Spain participated in this study. There were 10 in-depth interviews and two focal groups from January to May 2020. The data analysis was performed using ATLAS.TI software to identify the emergent topics. The COREQ Checklist was used to prepare the manuscript. Three principal topics were identified that illustrated the nursing students’ experiences and perceptions of smartphone use in the clinical setting (1): Using smartphones in the clinical setting as a personal resource, (2) smartphones as a support mechanism for making clinical decisions, (3) impact of smartphones on patient care. The nursing students perceived smartphones as a support mechanism for making clinical decisions and for patient care. Smartphone use during clinical practicums may influence the quality of patient-centred communication and threaten clinical safety. The results of this study provide knowledge on the use of smartphones by nursing students in the clinical setting, which could help to establish measures that guarantee adequate patient care and responsible use of these devices.

Applying a diffusion of innovations framework to the scale-up of direct-acting antiviral therapies for hepatitis C virus infection: Identified challenges for widespread implementation

BACKGROUND AND AIMS

Interferon-free, direct-acting antivirals (DAAs) for hepatitis C virus (HCV) offer much promise to achieve World Health Organization targets by 2030. However, impediments at the practitioner and health-system level will continue to obstruct the scale-up of DAAs worldwide unless identified and acted upon. Applying a diffusion of innovations framework, the aim of this study was to identify structural factors impacting practitioner experiences of managing HCV treatment.

METHODS

In-depth, semi-structured, telephone interviews took place between September 2018 and April 2019 to investigate barriers and facilitators for engaging in HCV management and DAA therapy amongst general practitioners (GPs) who prescribe opioid agonist therapy and drug and alcohol specialists in Australia. Interviews were transcribed verbatim, de-identified, and coded, and data were analysed with iterative categorisation and thematic analysis using Everett Rogers's diffusion of innovation framework.

RESULTS

amongst 30 participants (12 GPs, 18 drug and alcohol specialists), several structural factors were reported to impede practitioner efforts to deliver optimal HCV care. Two primary themes were explored: contextual factors for the diffusion of DAA therapies, including attempts by participants to shift clinic culture and respond to siloed health structures, and adopter factors. Some participants chose to 'rock the boat' by circumventing clinic protocol and HCV guidelines to treat more clients, effectively shifting adopter categories to become greater advocates in HCV care. Also, while a role for GPs as the 'new adopters' in HCV management was discussed, many participants expressed uncertainty as to how much GPs should become involved in the diffusion of DAA therapies more widely.

CONCLUSIONS

Reducing the global burden of HCV infection will not be possible without the widespread delivery of HCV treatment amongst practitioners. Practitioners and health workers require leadership and resources from health authorities so that the individual and population-level benefits of DAA therapy are realised.

Anxiety in nursing students: The impact of using mobile technology with quick response codes

BACKGROUND

Pre-licensure nursing students often experience anxiety, especially during their clinical learning experiences. High levels of anxiety can be disruptive to both clinical learning and safe patient care. Providing students with educational resources via mobile devices to review prior to performing psychomotor skills with real patients may help reduce their anxiety.

OBJECTIVES

The purpose of this study was to evaluate the effect of using mobile devices with a scanning application for quick response codes in the clinical setting on students' anxiety levels in the clinical setting. A secondary aim was to explore the clinical faculty experience with and perceptions of the technology.

DESIGN

A one-group, repeated measures, quasi-experimental design was used.

SETTING

The intervention occurred at 6 rehabilitation centers used for first semester clinical learning experiences at a School of Nursing in the southeast United States.

PARTICIPANTS

Convenience sampling was used and 42 first semester nursing students participated.

METHODS

The State Trait Anxiety Inventory was used to measure self-reported anxiety prior to and following the use of mobile devices with quick response codes during an 8-week clinical learning experience. One focus group was conducted with the 4 clinical faculty members who taught the students.

RESULTS

The State Trait items indicated reduced anxiety for performing psychomotor skills. Median scores for positive feelings items significantly increased from 22.74 to 30.49 (p < .001), while median scores for negative feelings items decreased from 31.83 to 13.71 (p < .001). The faculty expressed that student anxiety was reduced with technology and they recommended integration throughout the curriculum.

CONCLUSIONS

Student anxiety for performing psychomotor skills was reduced following use of mobile technology with quick response codes. More research is needed; however, clinical faculty may consider integrating this technology into students' clinical learning experiences to assist with reducing their anxiety.

A process evaluation of a mobile cooperation intervention: A mixed methods study

BACKGROUND

A mobile cooperation intervention was developed to facilitate the cooperation of nursing students with nurse teacher and to improve the students' clinical learning outcomes. The intervention consisted of training in a mobile application's functionality and its use during clinical practicum cooperation procedures.

OBJECTIVES

To describe the development of a mobile application for student-teacher cooperation and to examine the acceptability of the mobile cooperation intervention for advancing intervention development.

DESIGN

A user-centred design and a mobile application development lifecycle model were applied to develop a mobile application. A process evaluation that used mixed methods design was conducted within the intervention group after a randomized controlled trial of a complex mobile cooperation intervention.

SETTING

The clinical practicum wards of seven hospitals in a hospital district in Finland.

PARTICIPANTS

Second-year pre-registration nursing students (N = 52) from one nursing school.

METHODS

Process evaluation questionnaires were completed upon completion of the five week intervention and essays were written by the students eleven weeks after the intervention ended.

RESULTS

A system usability scale (SUS) assessed the overall usability of the mobile application as rather good (a mean SUS score of 69.86 out of 100). Positive feedback about the mobile application's usability and utility was reported and recommendations for further development were highlighted. The intervention demonstrated high acceptability. In general, the students actively used the mobile application for intervention procedures at home and in the clinical practicum ward.

CONCLUSIONS

The findings support the high acceptability of mobile cooperation intervention and its potential while also providing evidence for the development team's future development of the mobile application. Additionally, this study provides an example of mobile application development and process evaluation in nursing education research.

Nurses' Competence Caring for Hospitalized Patients With Ventricular Assist Devices

BACKGROUND

Nursing care is an essential component of the delivery of high-quality patient care for advanced heart failure patients with ventricular assist devices (VADs). However, there is little information about how VAD patient care competence is formed, and there are no empirical data regarding the bed nurses' competence.

OBJECTIVES

The aim of this study was to explain how nurses perceived their competence related to VAD technology and how they utilized resources to equip themselves for the management of patients with implantable VADs.

METHODS

An exploratory correlational research design was used in this study. Online surveys including demographic and work characteristics questionnaires as well as VAD Innovation in Nursing Appraisal Scale (knowledge, adoption, and communication) were completed by 237 critical-care unit and progressive care unit (PCU) nurses.

RESULTS

Ventricular assist device knowledge, adoption, and communication of innovation mean scores were 3.9 ± 0.6, 3.9 ± 0.8, and 3.7 ± 0.9, respectively, indicating moderate/high levels. Critical-care unit nurses reported higher levels of knowledge (3.7 vs 3.6) and adoption (4.0 vs 3.8; P < .05) of innovation than did the PCU nurses, with no differences in communication. Compared with PCU nurses, critical-care unit nurses were more likely to seek VAD competence-related information using mass media. Innovation and adoption were associated with years of nursing experience and some hospital characteristics.

CONCLUSION

Critical-care unit nurses have higher self-reported VAD care competence than PCU nurses. Further research is needed to confirm the findings and link nurse competence with VAD patient outcomes.

E-portfolio functional requirements for the final semester baccalaureate practicum course: A qualitative research study

BACKGROUND

The purpose of the nursing practicum course is to enable students to integrate cognitive, psychomotor, and affective skills into professional competencies prior to clinical work. With advances in information technology, e-portfolio focusing on individualized learning, reflection, and self-management has received positive consideration. The nursing profession has since adopted it as part of nursing education.

PURPOSE

This study explored the needs and perceptions of students in a baccalaureate nursing program regarding the use of e-portfolio in the final semester practicum course.

METHOD

This study used semi-structured focus group interviews and applied the principles of content analysis to interview content.

RESULTS

Four key research themes were revealed: (1) anticipated functions achieved, (2) ease of uploading data and showcasing learning results (3) functionality extensions to enhance mobile learning, and (4) policy guidelines for mandatory use and plagiarism prevention.

CONCLUSION

E-portfolio assists in integrating knowledge, practical skills, and achievement recognition into the learning process. The use of e-portfolio with upgrades can enable learning of clinical competencies by students in preparation for clinical nursing practice.

Adoption and Use of Mobile Learning in Continuing Professional Development by Health and Human Services Professionals

INTRODUCTION

Health and human services professionals are increasingly using mobile devices to support clinical decision-making and evidence-based practice. However, research on self-directed learning in an era of growing digital technology utilization is underdeveloped. This study explored the adoption and use of mobile learning as a continuing professional development (CPD) activity.

METHODS

A mixed-methods case study using semistructured interviews and a web-based questionnaire was conducted with health and human services professionals in Newfoundland and Labrador, Canada.

RESULTS

Respondents reported using a smartphone (53.8%), tablets (50.4%), YouTube (43.0%), and mobile apps (35.8%) for CPD. The highest-rated benefits of mobile learning included improved access to information (M = 3.51); potential for enhanced knowledge acquisition (M = 3.45); staying up to date (M = 3.44); and verifying information (M = 3.40). The greatest barriers included cost of some apps and resources (M = 3.07); websites/programs not functional on mobile devices (M = 2.84); workplace barriers preventing access to digital resources (M = 2.82); and social media use linked to negative perceptions of professionalism (M = 2.65). Interview respondents described the flexibility and convenience of mobile learning, the level of autonomy it offered, and the advantages of learning on their own time. Technical issues, particularly for rural and remote practitioners, and digital professionalism also emerged as potential barriers.

DISCUSSION

A systems model organizes the factors influencing the adoption and use of mobile devices and resources to support "just-in-time" learning. Addressing policies, practices, and regulations that enable or inhibit adoption of mobile learning for CPD may foster enhanced use to support better clinical decision-making, improved accuracy, and greater patient safety.

A preliminary framework to guide implementation of The Flipped Classroom Method in nursing education

Healthcare environments have increased in complexity over the last 30 years. However, educational methods to prepare nurses have remained virtually unchanged. To prepare nurses to practice in today's complex practice environment, there are calls for change and transformation in how nursing education is implemented. This transformation requires nurse educators to shift their epistemic beliefs about teaching and learning by considering theories that promote effective learning. An innovative method being used in nursing education is the Flipped Classroom Method (FCM). The FCM is a teaching strategy that encourages critical thinking and application of knowledge obtained outside of the classroom to real-world situations and problems within the classroom. This paper presents a preliminary framework synthesized from multiple theories including andragogy, constructivism, self-efficacy, and diffusion of innovations. The purpose of this preliminary framework is to support the nurse educator's reflections about the learner, their abilities to implement the FCM and to synthesize theoretical constructs to implement the FCM.

Smartphones and mobile applications (apps) in clinical nursing education: A student perspective

BACKGROUND

Nurse educators are exploring how mobile technology can support students in clinical practice. However, the view of nursing students on the use of smartphones and mobile applications (apps) to enhance clinical education has not been explored. Their opinions are vital to capture if the right technology is to be designed, evaluated, implemented and used.

METHOD

A self-reported questionnaire, based on a review of the literature, was used to understand the opinions of undergraduate nursing students towards the use of smartphones and mobile apps to support learning in clinical environments. Descriptive statistics were utilised to describe participants and the mobile devices and apps they currently use. Thematic analysis was employed to code open-ended questions and explore students' perspective on how mobile apps can support learning and how best to implement and use them in practice.

RESULTS

Two hundred nursing students across a four-year Bachelor of Nursing programme responded to the questionnaire. Most reported owning a smartphone but just under half used mobile apps to help them learn in clinical practice. A range of educational apps such as calculators, drug reference guides and medical dictionaries were used with varying frequency. Nursing students reported numerous benefits of mobile technology such as better access to educational material, improvements in knowledge and confidence, and reduced levels of anxiety around learning in practice. Barriers such as negative attitudes of nursing staff, poor Wi-Fi connectivity, and the quality of educational content available on mobile apps were identified as some of the issues preventing the adoption of mobile learning in clinical nursing education.

CONCLUSIONS

Nursing students have a unique perspective on how smartphones and mobile apps can support learning in clinical practice. Nursing faculty need to undertake more rigorous research to determine if mobile technology can improve learning outcomes, how best to personalise mobile apps to students needs and ensure both hardware devices and educational software can be integrated in practice to support clinical training.

Smartphone learning as an adjunct to vascular teaching - a pilot project

BACKGROUND

M-learning is education using personal mobile electronic devices. Given the prevalence of these in society and amongst healthcare professionals, we aimed to assess their use and feasibility in improving the educational programme of a single vascular institution.

METHODS

A weekly vascular departmental teaching programme was initiated with registrars giving 30-min presentations on a defined book chapter. Two multiple-choice questions (MCQ) per session were devised by a supervising consultant utilising the smartphone response system application, Polltogo. A separate investigator disseminated one pre-teaching and one post-teaching MCQ to the attending trainees via a WhatsApp group. Instant feedback of the correct answer was provided by the application. Participants' satisfaction was judged through a survey after 13 sessions.

RESULTS

11 junior doctors of varying seniority participated in the trial. The median number of session attendees was 5. 129 MCQ responses were received. The mobile engagement score (number of answers received divided by total possible answers) was 97.7%. The average correct score for pre-teaching MCQs was 39.4% and post-teaching MCQs 73.0% (p < 0.001). Satisfaction with the concept was high; 80% of responders agreed that it was a useful adjunct to the teaching programme whilst 90% found the system highly user-friendly.

CONCLUSIONS

Smartphones can be utilised effectively and with high user satisfaction in assessing knowledge transfer throughout a departmental education programme. Trainees' responses to MCQs significantly improved after 30-min teaching sessions. This concept of m-learning could be developed further to assist with postgraduate examination revision or Deanery teaching programmes in larger cohorts.

Students' Perception of Technology Use in Nursing Education

Technology is an integral part of a nurse's practice; therefore, it is necessary for technology to be integrated into the nursing curriculum for students. Nursing schools are shifting paradigms by integrating technology into the teaching environment to foster active and meaningful learning experiences. Factors related to external influences on individual beliefs, attitudes, and intention to use need to be studied so nurse educators can support the integration of technology into pedagogy. The Technology Acceptance Model was used to evaluate student perceptions of usefulness and ease of use of technology, while matriculated in a baccalaureate level nursing program. Quantitative and qualitative data were collected to uncover how nursing students (N = 375) perceived the usefulness and ease of use of technology while in nursing school. Almost every student (99.7%) owned a smartphone, and 95% were reasonably comfortable using various technologies. Selecting and incorporating technological tools to successfully support learning is essential to overcome challenges and support the innovative delivery of content and use of technology by students.

An observational study of patient handover communications among nurses on an oncology critical care unit

BACKGROUND

Breakdown in communication is a common cause of errors in hospitals. Aim/Objectives: To evaluate the feasibility and utilization of evidence-based recommendations for nurse-to-nurse shift handover on an oncology critical care unit.

DESIGN

Observational study.

METHODS

Nurses were provided education that integrated evidence-based recommendations for handover of care. Nursing shift report was observed for one month in 2015 and for one month in 2016. Results were evaluated for inclusion of 24 evidence-based essential elements for handover communication.

RESULTS

Total completeness of handover increased with 86.64% (N = 38) in 2015 and 88.68% (N = 35) in 2016. Interruptions during handover were positively correlated with length of handover (r = 0.587, n = 18, p = .010), thus confirming the need for structured, more effective handover methods.

CONCLUSIONS

Providing education, mentoring, and real-time feedback to motivated staff may lead to improvements in handover communication methods, yielding positive patient outcomes.

Development and Preliminary Testing of a Smartphone-Based Injury-Prevention Application (S-IPA) for Teachers at Child-Care Centers in South Korea

The purpose of this study was to develop a smartphone-based injury-prevention application (S-IPA) for teachers working in child-care centers, and to test the satisfaction level of the users of the application (app). Through a literature review and needs assessment, an app compatible with the Apple iPhone operating system was developed. The app was verified and the mean total satisfaction with 7 features of the app was 7.76 (± 1.13) on a score of 1-10. The result of the S-IPA survey showed a positive response, indicating a high potential for use as a teacher's educational guide, which would provide an effective information delivery system for the prevention of possible injuries at child-care centers.

Student Perceptions and Acceptance of Mobile Technology in an Undergraduate Nursing Program

Mobile technology allows healthcare students to access current evidence-based resources. The purpose of this study was to evaluate the student experience of implementing point-of-care (POC) smartphone applications in a first-semester undergraduate nursing program. Teaching methods included using case studies in the laboratory to familiarize students with the apps. At community screening sites, evidence-based guidelines were referenced when students discussed screening results with patients. Surveys were administered prior to implementing this innovation and after the students utilized the apps in direct patient interactions. Survey results were analyzed to evaluate student perceptions and acceptance of mobile technology. Students felt that healthcare smartphone apps were a helpful and convenient way to obtain evidence-based clinical information pertinent to direct care settings. Over 90% of students planned to continue using healthcare smartphone apps. In conclusion, healthcare smartphone apps are a way for students to become comfortable accessing evidence-based clinical resources. It is important to encourage students to use these resources early in the curriculum. Community screenings are an independent health promotion activity which assists in the attainment of health equity and fosters nursing leadership.

Nursing students' perceptions of using smartphones in the community practicum: A qualitative study

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.

Learning Needs Assessment: Not Only for Continuing Education

An accurate assessment of what participants need to learn is a crucial initial step in planning educational activities. Methods for assessing learner needs can include reviewing the literature, benchmarking, reviewing documents, seeking learner input, and multiple other data collection methods. The purpose of this article is to provide nursing professional development practitioners with an overview of learning needs assessments, including definitions, categories, measurement tools, and steps to perform the assessment.

Mobile technology in clinical teaching

Technology is having a profound effect on education in the 21st century and nurse educators are being challenged to integrate technological innovation to assist students in their learning. This paper reports a study on the introduction of smart mobile technology to support student learning in the clinical environment. In a climate of collaborative inquiry, clinical lecturers and two researchers from the same department carried out a project in three phases: formation, implementation and analysis. Following the formation phase, six clinical lecturers adopted iPads to support their clinical teaching (implementation phase). At this time they also kept reflective journals. In the analysis phase a thematic analysis of the data from the journals and from a focus group found both enabling and constraining factors influenced the use of iPads by clinical lecturers. The themes categorised as enablers were: resources and technology; and, management and technology support. Those identified as barriers or constraining factors were: clinical staff engagement; and lecturer experience with technology. Student engagement and learning, and connectivity were both enabling and constraining factors. This paper concludes that the use of a mobile device such as an iPad can enhance teaching in clinical settings but that in order for such devices to be successfully integrated into clinical teaching consideration needs to be given to professional development needs, adequate resourcing and technology support.

Validation of the Mobile Information Software Evaluation Tool (MISET) With Nursing Students

BACKGROUND

This study evaluated the Mobile Information Software Evaluation Tool (MISET) with a sample of Canadian undergraduate nursing students (N = 240).

METHOD

Psychometric analyses determined how well the MISET assessed the extent that nursing students find mobile device-based information resources useful and supportive of learning in the clinical and classroom settings.

RESULTS

The MISET has a valid three-factor structure with high explained variance (74.7%). Internal consistency reliabilities were high for the MISET total (.90) and three subscales: Usefulness/Helpfulness, Information Literacy Support, and Use of Evidence-Based Sources (.87 to .94). Construct validity evidence included significantly higher mean total MISET, Helpfulness/Usefulness, and Information Literacy Support scores for senior students and those with higher computer competence.

CONCLUSION

The MISET is a promising tool to evaluate mobile information technologies and information literacy support; however, longitudinal assessment of changes in scores over time would determine scale sensitivity and responsiveness. [J Nurs Educ. 2016;55(7):385-390.].

Use of mobile devices in nursing student-nurse teacher cooperation during the clinical practicum: an integrative review

OBJECTIVES

To identify and appraise study findings on the use of mobile devices, in particular for what purposes and how, in nursing student-nurse teacher cooperation during the clinical practicum.

DATA SOURCES

A systematic literature search was conducted using the PubMed/Medline, CINAHL, PsycINFO and ERIC for primary empirical studies published in English.

REVIEW METHODS

An integrative literature review was undertaken. Quality appraisal of the included studies was conducted using design-specific standardized checklists. Studies were thematically analyzed.

RESULTS

Based on the inclusion and exclusion criteria, eleven studies were included in the review. Weaknesses in designs, samples, questionnaires and results, compromised comparison and/or generalization of the findings of the studies. Three main themes were identified: (1) features of mobile devices (2) utility of mobile devices and (3) barriers to the use of mobile devices. Problems of connectivity were the main challenges reported in the use of mobile devices. Participants used mobile devices primarily as reference tools, but less frequently as tools for reflection, assessment or cooperation during the clinical practicum. Interest in mobile device use during the clinical practicum was reported, but training and ongoing support are needed.

CONCLUSIONS

As only a small number of eligible primary empirical studies were found, it is not possible to draw firm conclusions on the results. In the future, rigorous primary empirical studies are needed to explore the potential of mobile devices in providing a supplementary pedagogical method in nursing student-nurse teacher cooperation during the clinical practicum. Robust study designs, including experimental ones, are clearly needed to assess the effectiveness of mobile devices in nursing student-nurse teacher cooperation during the clinical practicum.

Commercial Smartphone-Based Devices and Smart Applications for Personalized Healthcare Monitoring and Management

Smartphone-based devices and applications (SBDAs) with cost effectiveness and remote sensing are the most promising and effective means of delivering mobile healthcare (mHealthcare). Several SBDAs have been commercialized for the personalized monitoring and/or management of basic physiological parameters, such as blood pressure, weight, body analysis, pulse rate, electrocardiograph, blood glucose, blood glucose saturation, sleeping and physical activity. With advances in Bluetooth technology, software, cloud computing and remote sensing, SBDAs provide real-time on-site analysis and telemedicine opportunities in remote areas. This scenario is of utmost importance for developing countries, where the number of smartphone users is about 70% of 6.8 billion cell phone subscribers worldwide with limited access to basic healthcare service. The technology platform facilitates patient-doctor communication and the patients to effectively manage and keep track of their medical conditions. Besides tremendous healthcare cost savings, SBDAs are very critical for the monitoring and effective management of emerging epidemics and food contamination outbreaks. The next decade will witness pioneering advances and increasing applications of SBDAs in this exponentially growing field of mHealthcare. This article provides a critical review of commercial SBDAs that are being widely used for personalized healthcare monitoring and management.