Abstract
Nursing students face a variety of challenges to learning in clinical practice, from the theory–practice gap, to a lack of clinical supervision and the ad hoc nature of learning in clinical environments. Mobile technology is proposed as one way to address these challenges. This article comprehensively summarizes and critically reviews the available literature on mobile technology used in undergraduate clinical nursing education. It identifies the lack of clear definitions and theory in the current body of evidence; the variety of mobile devices and applications used; the benefits of mobile platforms in nursing education; and the complexity of sociotechnical factors, such as the cost, usability, portability, and quality of mobile tools, that affect their use in undergraduate clinical nursing education. Implications for nursing education and practice are outlined, and recommendations for future research are discussed. [J Nurs Educ. 2015;54(3):137–144.]
- Altmann T.K., Brady D. (2005). PDAs bring information competence to the point-of-care. International Journal of Nursing Education Scholarship, 2, 1–10. Crossref, Google Scholar
- Armburst M., Fox A., Griffith R., Joseph A.D., Katz R.H., Konwinski A., Zaharia M. (2010). A view of cloud computing. Communications of the ACM, 53(4), 50–58. Crossref, Google Scholar
- Bate P., Robert G. (2006). Experience-based design: From redesigning the system around the patient to co-designing services with the patient. Quality and Safety in Health Care, 15, 307–310. Crossref Medline, Google Scholar
- Bates D.W., Gawande A.A. (2003). Improving safety with information technology. New England Journal of Medicine, 348, 2526–2534. Crossref Medline, Google Scholar
- Berglund M., Nilsson C., Revay P., Petersson G., Nilsson G. (2007). Nurses’ and nurse students’ demands of functions and usability in a PDA. International Journal of Medical Informatics, 76, 530–537. Crossref Medline, Google Scholar
- Bogossian F.E., Kellett S.E., Mason B. (2009). The use of tablet PCs to access an electronic portfolio in the clinical setting: A pilot study using undergraduate nursing students. Nurse Education Today, 29, 246–253. Crossref Medline, Google Scholar
- Booth A., Brice A. (2003). Evidence-based practice for information professionals: A handbook. London, UK: Facet Publishing. Google Scholar
- Brady R.R., Chitnis S., Stewart R.W., Graham C., Yalamarthi S., Morris K. (2012). NHS connecting for health: Healthcare professionals, mobile technology, and infection control. Telemedicine Journal and E-Health, 18, 289–291. Crossref Medline, Google Scholar
- Buijink A.W., Visser B.J., Marshall L. (2013). Medical apps for smartphones: Lack of evidence undermines quality and safety. Evidence Based Medicine, 18(3), 90–92. Crossref Medline, Google Scholar
- Button D., Harrington A., Belan I. (2014). E-learning and information communication technology (ICT) in nursing education: A review of the literature. Nurse Education Today, 34, 1311–1323. Crossref Medline, Google Scholar
- Carlton K.H., Dillard N., Campbell B.R., Baker N.A. (2007). Personal digital assistants for classroom and clinical use. Computer Informatics Nursing, 25, 253–258. Crossref Medline, Google Scholar
- Chang J., Poynton M.R., Gassert C.A., Staggers N. (2009). Nursing informatics competencies required of nurses in Taiwan. International Journal of Medical Informatics, 80, 332–340. Crossref, Google Scholar
- Clay C.A. (2011). Exploring the use of mobile technologies for the acquisition of clinical skills. Nurse Education Today, 31, 582–586. Crossref Medline, Google Scholar
- Corlett J. (2000). The perceptions of nurse teachers, student nurses and preceptors of the theory–practice gap in nurse education. Nurse Education Today, 20, 499–505. Crossref Medline, Google Scholar
- Craig P., Dieppe P., Macintyre S., Michie S., Nazareth I., Petticrew M. (2008). Developing and evaluating complex interventions: The new Medical Research Council guidance. British Medical Journal, 337, a1655. Crossref Medline, Google Scholar
- Edwards N., Roelofs S. (2005). Participatory approaches in the co-design of a comprehensive referral system. Canadian Nurse, 101(8), 20–24. Medline, Google Scholar
- Farrell M.J., Rose L. (2008). Use of mobile handheld computers in clinical nursing education. Journal of Nursing Education, 47, 13–19. Link, Google Scholar
- Fisher K., Koren A. (2007). Palm perspectives: The use of personal digital assistants in nursing clinical education. A qualitative study. Online Journal of Nursing Informatics, 11(2), 3. Google Scholar
- Garrett B.M., Jackson C. (2006). A mobile clinical e-portfolio for nursing and medical students, using wireless personal digital assistants. Nurse Education Today, 26, 647–654. Crossref Medline, Google Scholar
- George L.E., Davidson L.J., Serapiglia C.P., Barla S., Thotakura A. (2010). Technology in nursing education: A study of PDA use by students. Journal of Professional Nursing, 26, 371–376. Crossref Medline, Google Scholar
- Goldsworthy S., Lawrence N., Goodman W. (2006). The use of personal digital assistants at the point of care in an undergraduate nursing program. Computer Informatics Nursing, 24, 138–143. Crossref Medline, Google Scholar
- Greenfield S. (2007). Medication error reduction and the use of PDA technology. Journal of Nursing Education, 46, 127–131. Link, Google Scholar
- Groupe Speciale Mobile Association. (2012). Understanding medical device regulation for mHealth: A guide for mobile operators. Retrieved from http://www.gsma.com/connectedliving/wp-content/uploads/2012/03/gsmaunderstandingmedicaldeviceregulationformhealthreport1.pdf Google Scholar
- Guillot L., Pryor S. (2007). PDA use by undergraduate nursing students on pediatric clinical rotations. Journal of Hospital Librarianship, 7, 13–20. Crossref, Google Scholar
- Hewison A., Wildman S. (1996). The theory-practice gap in nursing: A new dimension. Journal of Advanced Nursing, 24, 754–761. Crossref Medline, Google Scholar
- Hudson K., Buell V. (2011). Empowering a safer practice: PDAs are integral tools for nursing and health care. Journal of Nursing Management, 19, 400–406. Crossref Medline, Google Scholar
- Jamieson B., Secco L., Profit S., Bailey J., Brennick D., Whitty-Rodgers J., MacIsaac A. (2007). An evidence-based pilot project: The influence of information-laden handheld computers on computer competence, information sources, and stress levels of nursing students. Canadian Journal of Nursing Informatics, 4, 3–34. Google Scholar
- Jarvenpaa S.L., Lang K.R. (2005). Managing the paradoxes of mobile technology. Information Systems Management, 22(4), 7–23. Crossref, Google Scholar
- Johansson P.E., Petersson G.I., Nilsson G.C. (2013). Nursing students’ experience of using a personal digital assistant (PDA) in clinical practice—An intervention study. Nurse Education Today, 33, 1246–1251. Crossref Medline, Google Scholar
- Katz J.E., Rice R.E. (2009). Public views of mobile medical devices and services: A US national survey of consumer sentiments towards RFID healthcare technology. International Journal of Medical Informatics, 78, 104–114. Crossref Medline, Google Scholar
- Kenny A. (2002). Online learning: Enhancing nurse education?Journal of Advanced Nursing, 38, 127–135. Crossref Medline, Google Scholar
- Koeniger-Donohue R. (2008). Handheld computers in nursing education: A PDA pilot project. Journal of Nursing Education, 47, 74–77. Link, Google Scholar
- Krichbaum K. (1994). Clinical teaching effectiveness described in relation to learning outcomes of baccalaureate nursing students. Journal of Nursing Education, 33, 306–316. Link, Google Scholar
- Kupier R.A. (2008). Use of personal digital assistants to support clinical reasoning in undergraduate baccalaureate nursing students. Computer Informatics Nursing, 26, 90–98. Crossref Medline, Google Scholar
- Kupier R.A. (2010). Metacognitive factors that impact student nurse use of point of care technology in clinical settings. International Journal of Nursing Education Scholarship, 7, Article 5.
10.2202/1548-923X.1866 Crossref, Google Scholar - Landers M.G. (2000). The theory–practice gap in nursing: The role of the nurse teacher. Journal of Advanced Nursing, 32, 1550–1556. Crossref Medline, Google Scholar
- Last L., Fulbrook P. (2003). Why do student nurses leave? Suggestions from a Delphi Study. Nurse Education Today, 23, 449–458. Crossref Medline, Google Scholar
- Lichtman M. (2006). Qualitative research in education: A user’s guide. Thousand Oaks, CA: Sage. Google Scholar
- Lolfmark A., Wikblad K. (2001). Facilitating and obstructing factors for development of learning in clinical practice: A student perspective. Journal of Advanced Nursing, 34, 43–50. Crossref Medline, Google Scholar
- Maag M. (2006). Podcasting and MP3 players: Emerging education technologies. Computers Informatics Nursing, 24, 9–13. Crossref Medline, Google Scholar
- May C., Finch T., Mair F., Ballini L., Dowrick C., Eccles M., Heaven B. (2007). Understanding the implementation of complex interventions in health care: The normalization process model. BMC Health Services Research, 7, 148. Crossref Medline, Google Scholar
- McKibbon K.A., Lokker C., Wilczynski N.L., Ciliska D., Dobbins M., Straus S.E. (2010). A cross-sectional study of the number and frequency of terms used to refer to knowledge translation in a body of health literature in 2006: A Tower of Babel. Implementation Science, 5, 16. Crossref Medline, Google Scholar
- McNeil B.J., Elfrink V.L., Bickford C.J., Pierce S.T., Beyea S.C., Averill C., Klappenbach C. (2003). Nursing information technology knowledge, skills, and preparation of student nurses, nursing faculty, and clinicians: A U.S. survey. Journal of Nursing Education, 42, 341–349. Link, Google Scholar
- Millard D., Howard Y., Gilbert L., Wills G. (2009). Co-design and co-deployment methodologies for innovative m-learning systems. Retrieved from http://eprints.soton.ac.uk/267555/1/Co-design_and_deployment_chapter-preprint.pdf Google Scholar
- Miller J., Shaw-Kohot J.R., Arnold M.S., Boggin T., Crowell K.E., Allegri F., Berrier S.B. (2005). A study of personal digital assistants to enhance undergraduate clinical nursing education. Journal of Nursing Education, 44, 19–26. Link, Google Scholar
- Morris J., Maynard V. (2010). Pilot study to test the use of a mobile device in the clinical setting to access evidence-based practice resources. Worldviews on Evidenced Based Nursing, 7, 205–213. Crossref Medline, Google Scholar
- O’Connor S., Andrews T., Enright S., O’Donoghue J. (
2013, February ). An iPhone education: Nursing students’ experiences of technology enhanced learning in clinical practice.Paper presented at the Royal College of Surgeons of Ireland 32nd International Annual Nursing and Midwifery Conference ,Dublin, Ireland . Retrieved from http://www.rcsi.ie/files/facultyofnursingmidwifery/20130725040938_Book%20of%20Abstracts%202013.pdf Google Scholar - Olsson H.M., Gullberg M.T. (1991). Nursing education and definition of the professional nurse role. Expectations and knowledge of the nurse role. Nurse Education Today, 11, 30–36. Crossref Medline, Google Scholar
- Ozdalga E., Ozdalga A., Ahuja N. (2012). The smartphone in medicine: A review of current and potential use among physicians and students. Journal of Medical Internet Research, 14(5), e128. Crossref Medline, Google Scholar
- Rycroft-Malone J. (2004). The PARIHS framework—A framework for guiding the implementation of evidence-based practice. Journal of Nursing Care Quality, 19, 297–304. Crossref Medline, Google Scholar
- Saintsing D., Gibson L.M., Pennington A.W. (2011). The novice nurse and clinical decision-making: How to avoid errors. Journal of Nursing Management, 19, 354–359. Crossref Medline, Google Scholar
- Scollin P., Healey-Walsh J., Kafel K., Mehta A., Callahan J. (2007). Evaluating students’ attitudes to using PDAs in nursing clinicals at two schools. Computer Informatics Nursing, 25, 228–235. Crossref Medline, Google Scholar
- Secco M.L., Jamieson B., Profit S., Bailey J., Brennick D., Whitty-Rodgers J., MacIssac A. (2010). A survey of nursing students’ perspectives on use of nursing central information software in clinical learning. Canadian Journal of Nursing Informatics, 1(5), 2–20. Google Scholar
- Sharif F., Masoumi S. (2005). A qualitative study of nursing student experiences of clinical practice. BioMed Central Nursing, 4, 6. Medline, Google Scholar
- Sharples M., Taylor J., Vavoula G. (2005). Towards a theory of mobile learning. Retrieved from http://www.mlearn.org.za/CD/papers/Sharples.pdf Google Scholar
- Stroud S.D., Erkel E.A., Smith C.A. (2005). The use of personal digital assistants by nurse practitioner students and faculty. Journal of the American Academy of Nurse Practitioners, 17, 67–75. Crossref Medline, Google Scholar
- Technology Informatics Guiding Educational Reform. (2013). Informatics competencies for every practicising nurse: Recommendations from the TIGER collaborative. Retrieved from http://www.thetigerinitiative.org/docs/TigerReport_InformaticsCompetencies_001.pdf Google Scholar
- Thompson C., Cullum N., McCaughan D., Sheldon T., Raynor P. (2004). Nurses, information use, and clinical decision making—The real-world potential for evidence-based decisions in nursing. Evidence Based Nursing, 7(3), 68–72. Crossref Medline, Google Scholar
- U.S. Food and Drug Administration. (2013). Mobile medical applications: Guidance for industry and Food and Drug Administration staff. Retrieved from http://www.fda.gov/downloads/MedicalDevices/DeviceRegulationandGuidance/GuidanceDocuments/UCM263366.pdf Google Scholar
- Windsor A. (1987). Nursing students’ perceptions of clinical experience. Journal of Nursing Education, 26, 150–154. Link, Google Scholar
- Wu C.C., Lai C.Y. (2009). Wireless handhelds to support clinical nursing practicum. Educational Technology & Society, 12, 190–204. Google Scholar
- Wu P.H., Hwang G.J., Tsai C.C., Chen Y.C., Huang Y.M. (2011). A pilot study on conducting mobile learning activities for clinical nursing courses based on the repertory grid approach. Nurse Education Today, 31, e8–e15. Crossref Medline, Google Scholar
