The Integration of Mobile Teaching and Learning in Nursing Education

1. The Integration of Mobile
Learning and Teaching in Nursing
Education
Glynda Doyle, RN, MSN
British Columbia Institute of Technology
CNIA/IFHIMA
May 2013

2. • Rogers Diffusion of
Innovation Model
• BCIT process of integration
• Study outcomes
• Future plans
OUTLINE

3. Mobile computing has the power
to make nursing practice safer,
more efficient, evidence
informed, and of a higher quality.
(Patillo et al., 2007; Thede &
Sewell, 2010; Thompson, 2005)

4. • Access at point of care is becoming an accepted standard in
current healthcare environment (Kuiper, 2010)
• Technology integration is significant element of education (Educause,
2011; Hunt, 2002; Tooey & Mayo, 2003, Wali et al., 2008; )
• Today’s student expects immediacy, engagement and internet
access (Arhin & Cormier, 2007; Skiba, 2005; White et al., 2005)
• Current healthcare environment is increasingly complex (Adler, 2007;
Doran, 2009; Goldsworthy et al., 2006)
• Necessary for nurses to integrate increasingly large amount of
info into decision making processes (Doran et al., 2010; Farrell et al., 2007)
• Expected competency for nursing grads (CASN, 2012; CNA, 2012; Kuiper, 2010)
Why else……

5. Rogers Diffusion of Innovation Model
http://www.utwente.nl/cw/theorieenoverzicht

6. http://infrae.com/presentations/present_OSSWATCH_osmodel/techcycle

7. Ministry of Advanced Education
Mandate
2008
Pilot Studies
RFP
November 2008
uCentral Site License
February 2011
Policies for BCIT and Health
Authorities
January 2012
Clinical/
Sim lab/Classroom
2010-Present
Bookshelf/iBooks
BCIT App
2013/2014
BCIT Mobile Technologies Integration Process

9. Healthcare apps:
• Clinicalc
• Virtual body
• Medspeak

10. “when I receive a patient with something I am not sure off, it's right at the tip of
my hands to quickly get the answers. Even when patients and families are
asking me a question and no one is around to help me right away I can figure it
out on my own. Makes me more independent as well.”
A big advantage is that I can access 'to the minute" information, on any subject, from any where
in the world. I am up to date with the most current news and information related to healthcare,
and all the information I need fits in my pocket.
However, if one doesn't know how to differentiate between websites that are reliable resources
and those that are not, there is a risk that the information one is looking up is inaccurate.
I would be able to look up any medical terms or diagnoses that I'm not familiar with and access
documents like CRNBC standards and BCIT policies
BCIT Nursing Student Comments

11. “Great potential uses - no longer need to carry textbooks, instant
access to drug references, diagrams for patient education, sharing
pertinent websites, quick communication both in and out of clinical.
Barriers - perception of personal use when using device in clinical,
not fully accepted for nursing - medicine not a problem, staff nurses
not using/scared of technology discourage use.”
BCIT Nursing Faculty Comment
“Potential uses: -show photos of instruments used at clinical -
show youtube images/videos –log onto internet to verify
information -use the recording feature to record a quick lesson so
students can review whenever they like Challenges: -requires
data and not all faculty have data (or enough) data on phone -
screen may not be big enough to show more than 2 students at a
time”

12. Benefits Challenges
• No heavy outdated textbooks
• No need to access ward
computer
• Real time efficient access to
information
• Patient teaching
• Translation tools
• Peer-reviewed information
• Improved confidence, less
anziety
• Perception of staff
• Perceived perception of
patients
• Digital Divide
• Confidentiality
• Effect on critical thinking
• Screen size for sharing
Themes from BCIT 2012/2013
student/faculty qualitative surveys

13. Benefits:
Increased feelings of student:
• self-efficacy
• confidence
• productivity
• research ability (Bauldoff et al., 2008; Doran et al., 2010; Goldsworthy, 2006; White et al., 2005)
• Decreased med errors (Greenfield, 2007)
• Decreased stress/anxiety (Jamieson et al., 2009)
• Evidence based, current decision support in real time (Farrell & Rose,
2008; Fisher & Koren, 2007)
• Interprofessional collaboration (Davenport, 2004; Farrell & Rose, 2008)
• Patient education

14. Challenges:
• Cost (Kuiper, 2010; Scollin et al., 2006; Zurmehly, 2010)
• Privacy & confidentiality (Adler, 2007; Altmann & Brady, 2005)
• Infection control (Bauldoff et al., 2008; Goldblatt et al., 2007)
• Time taken to become familiar with device use (Huffstutler et al., 2002)
• Touch vs. Tech (Rosenthal, 2003)
• Patient perception (Lee, 2007)
• Limited battery power (George & Davidson, 2005; Rosenthal, 2003)
• Tech support (Scollin et al., 2006; Zurmehly, 2010)

15. • Evaluate critical thinking and clinical judgment
Current and Future Plans

16. Goal of Informatics is:
And not:
The Fundamental Theorem of Informatics
(Friedman, 2009)
Friedman, C. (2013). What informatics is and isn’t. J Am Med Inform Assoc, 20. 224-226

17. Educator support to encourage and
influence critical thinking

18. • Evaluate critical thinking and clinical judgment
• E-text pilots
Current and Future Plans

20. • Evaluate critical thinking and clinical judgment
• E-text pilots
• Integration trials with EHRs in Sim lab
Current and Future Plans

21. • Evaluate critical thinking and clinical judgment
• E-text pilots
• Integration trials with EHRs in Sim lab
• Projectors for clinical post-conferences
Current and Future Plans

22. • Evaluate critical thinking and clinical judgment
• E-text pilots
• Integration trials with EHRs in Sim lab
• Projectors for clinical post-conferences
• Provide info sessions for Health Authority staff
Current and Future Plans

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