Help is just a text away: The use of short message service texting to provide an additional means of support for health care students during practice placements

Young, Pat; Moore, Emma; Griffiths, G.; Raine, Rosalind; Stewart, Rob; Cownie, Matthew; Frutos-Perez, Manuel

doi:10.1016/j.nedt.2009.06.010

Cited by 29 publications

(37 citation statements)

References 7 publications

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“…Those tools most used included Blogs (online logs) and wikis (web based document that can be created and edited online as part of a collaborative process). Mobile technologies were the least developed and used, often being employed to text student information or as an additional method of communication of short messages, as found in previous research with nursing students (Young et al, 2009). Institutions often relied on local staff "champions" to undertake this kind of technological experimentation and development.…”

Section: Discussionmentioning

confidence: 99%

Issues with e-learning in nursing and health education in the UK: are new technologies being embraced in the teaching and learning environments?

Moule

Ward

Lockyer

2010

Journal of Research in Nursing

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In this paper we present aspects of a study that scoped e-learning implementation in nursing and health science disciplines throughout the UK and explored the factors affecting use. Data related to the use of technologies are presented here. While there are many drivers for the use of e-learning, the current scope of engagement in nursing and health science disciplines is unknown and variations in adoption have not been explored. A postal questionnaire sent to a purposive sample of 93 Higher Education Institutions (HEIs) obtained data from 25 universities (response rate of 28%) related to their uptake and development of e-learning. Questionnaire data was analysed using descriptive statistics. From this, nine HEIs were identified, reflecting a range of levels of engagement in e-learning. Data was collected through 35 staff interviews across the sites. Qualitative data from the interviews was transcribed to allow thematic analysis. Though e-learning adoption and use vary across the sector, the predominant learning and teaching engagement is instructivist and managed through a virtual learning environment. There is limited experimentation with e-learning and teaching use, linked to key centres of excellence and the efforts of ‘champions’. It is suggested that a more systematic approach to development and funding is required to achieve enhanced use of e-learning.

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Section: Discussionmentioning

confidence: 99%

Issues with e-learning in nursing and health education in the UK: are new technologies being embraced in the teaching and learning environments?

Moule

Ward

Lockyer

2010

Journal of Research in Nursing

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“…Examples of use range from administrative access and support, to formative assessment, collaborative learning tasks, and teacher guidance. Young et al (2010) used SMS as a means of providing support to health students while in practice placements. They found that students experienced an enhanced sense of support with this system in place, even the students who did not use it:…”

Section: Text Messagingmentioning

confidence: 99%

Blurring time and place in higher education with bring your own device applications: a literature review

Sundgren

2017

Educ Inf Technol

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The use of mobile devices is increasing rapidly in society, and student device ownership is becoming more or less ubiquitous in many parts of the world. This might be an under-utilised resource that could benefit the educational practices of institutions of higher education. This review examines 91 journal articles from 28 countries published in the years of 2009-2015 with regards to the applications of Bring Your Own Device (BYOD) in higher education to take inventory of how it is applied where blurring of boundaries of time and place can be observed, and to observe problems or obstacles regarding these applications. Research interests do not seem to shift, as much as they are becoming more diverse. The five applications that were identified in 2009 were in discussion during all of the examined years, whereas the total number of applications in discussion increased to 12 in 2015. A methodological concern with regard to trend analysis is that more than half of the articles lack a stated year of data collection. As this can differ greatly from the year of publication, any trend analysis will be burdened with uncertainty. That said, a pattern that emerges is a shift away from distribution of content towards social networking applications. Much less focus has been placed on obstacles and problems in later years, but some areas that have been addressed are usability problems due to small screens and keyboards, with costs of devices and data plans making ownership unfeasible for certain activity types or groups of students.

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“…Holley and Dobson (2008) added that students also bond; text messaging morphed groups that had been formed originally for academic purposes into longer lasting ''friendship groups. '' There is some evidence to suggest that students are willing to use text and instant messages for academic purposes including communicating with their tutors (Hill, Hill, and Sherman 2007) and asking questions on field placement (Young et al 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the use of text and instant messaging in higher education classrooms

Lauricella

Kay

2013

Research in Learning Technology

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This article examined how higher education students used text and instant messaging for academic purposes with their peers and faculty. Specifically, comfort level, frequency of use, usefulness, reasons for messaging and differences between peer-to-peer and peer-to-instructor interactions were examined. Students noted that they were very comfortable with using both text and instant messaging. Text messaging was used weekly with instructors and daily with peers. Instant messaging was used rarely with instructors but weekly with peers. Students rated text messaging as very useful and instant messaging as moderately useful for academic purposes. Key reasons cited for using both text and instant messaging included saving time, resolving administrative issues, convenience and ease of use. Text messaging appears to be the preferred mode of communication for students with respect to communicating with both peers and instructors. It is concluded that both text and instant messaging are useful and viable tools for augmenting student's communication among peers and faculty in higher education.

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Help is just a text away: The use of short message service texting to provide an additional means of support for health care students during practice placements

Cited by 29 publications

References 7 publications

Issues with e-learning in nursing and health education in the UK: are new technologies being embraced in the teaching and learning environments?

Issues with e-learning in nursing and health education in the UK: are new technologies being embraced in the teaching and learning environments?

Blurring time and place in higher education with bring your own device applications: a literature review

Exploring the use of text and instant messaging in higher education classrooms

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