Mobile technology in clinical teaching

Mackay, Bev; Anderson, Janine; Harding, Thomas

doi:10.1016/j.nepr.2016.11.001

Cited by 64 publications

(57 citation statements)

References 16 publications

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“…When we look at the studies done with the teaching staff in nursing education; in the qualitative study of mobile technology in clinical education conducted by Mackay et al (2017), it has been concluded that the use of mobile device may be a positive effect of nursing instructors on teaching practice. In addition, mobile devices; it is seen that there is a potential to develop teaching in the clinical setting by utilizing "just in time" teaching by using various teaching approaches addressing a variety of learning styles, with improved connectivity, access to resources, and a variety of learning styles.…”

Section: Extended English Abstractmentioning

confidence: 99%

“…In addition, mobile devices; it is seen that there is a potential to develop teaching in the clinical setting by utilizing "just in time" teaching by using various teaching approaches addressing a variety of learning styles, with improved connectivity, access to resources, and a variety of learning styles. However, socio-technical obstacles have the potential to limit the use of these devices in education and nursing instructors are required to keep pace with rapid developments in mobile technology (Mackay et al, 2017). Hay et al (2017) studied with nursing undergraduate students; demonstrate that students use mobile technology and social media to learn and are willing to continue in the undergraduate program (Hay et al, 2017).…”

Section: Extended English Abstractmentioning

confidence: 99%

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Mobile learning in nursing "m-learning"<p>Hemşirelikte mobil öğrenme “m-öğrenme”

Şahin

Başak²

2017

HumanSciences

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Along with the change in information and communication technology, learning methods are also changing. One of the new and fastest growing learning models is m-learning. The mlearning is often defined as a learning environment in which students and instructors can access learning system over wireless network at anytime, anywhere using mobile devices. According to Koole's definition, mlearning; "Is a process of interaction of mobile technologies, learning capacities, and social aspects of the learners". Use of m-learning in nursing education is increasing day by day. It's known that these technologies are used in nursing education in many countries, although there is no clear information about the number of schools that use mobile devices in nursing education. M-learning in nursing education; supports learning, provides up-to-date accurate information and has important information potential such as patient safety, support for evidence based practice, development of decision-support systems.

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Section: Extended English Abstractmentioning

confidence: 99%

Section: Extended English Abstractmentioning

confidence: 99%

Mobile learning in nursing "m-learning"<p>Hemşirelikte mobil öğrenme “m-öğrenme”

Şahin

Başak²

2017

HumanSciences

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“…Technological innovations have occupied spaces in various sectors of society, including the health sector. In this specific sector, there is a pressing need to use technologies to improve educational conditions, which is capable of modifying professional practice and guaranteeing the safety of users through the empowerment of health professionals (2) .…”

Section: Introductionmentioning

confidence: 99%

“…In this regard, health professionals are being challenged to integrate technological resources in the development of educational practices in health (2) , including online environments (3) and intelligent mobile technology (2) , since access to information from anywhere and at any time can be effective labor market dynamics (3) and with positive repercussions on clinical education (2) .…”

Section: Introductionmentioning

confidence: 99%

Recursos e competências para gestão de práticas educativas por enfermeiros: revisão integrativa

Koericha

Lanzoni

Tavares

et al. 2019

Rev. Gaúcha Enferm.

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Objective: To know the resources used and the necessary skills to the nurse for the management of educational practices in health services. Method: This is an integrative literature review, carried out in the Latin American and Caribbean databases on Health Sciences Information (BIREME), PubMed Central (PMC), Scopus and Web of Science (WoS). After analysis resulted in 18 studies, published between the period 2011 to 2017, which were presented in three categories. Results:The results were presented in the categories: instrumental resources used in health education, technological resources applied to educational practices and competencies for management of educational practices. Conclusion:This study brings as a contribution to the practice of nurses subsidies for the development of management of educational practices in health services through technological and instrumental resources and professional skills that aim at team development, user autonomy and institutional growth.Objetivo: Conhecer os recursos utilizados e as competências necessárias ao enfermeiro para a gestão das práticas educativas nos serviços de saúde.Método: Trata-se de uma revisão integrativa de literatura, realizada nas bases de dados Latino-Americano e do Caribe de Informação em Ciências da Saúde (BIREME), PubMed Central (PMC), Scopus e Web of Science (WoS), a qual após análise resultou em 18 estudos, publicados entre o período de 2011 a 2017, que foram apresentados em três categorias.Resultados: Os resultados foram apresentados nas categorias: recursos instrumentais utilizados na educação em saúde, recursos tecnológicos aplicados às práticas educativas, e competências para gestão das práticas educativas. Conclusão:Este estudo traz como contribuição para a prática do enfermeiro subsídios para o desenvolvimento da gestão das práticas educativas nos serviços de saúde por meio de recursos tecnológicos e instrumentais e de competências profissionais que visam o desenvolvimento da equipe, autonomia do usuário e crescimento institucional. Palavras-chave:Educação. Educação em saúde. Enfermagem. Supervisão de enfermagem. Liderança. Gestão em saúde. RESUMEN Objetivo: Conocer los recursos utilizados y las competencias necesarias al enfermero para la gestión de prácticas educativas en los servicios de salud.Método: Se trata de una revisión integradora de literatura, realizada en las bases de datos Latinoamericano y del Caribe de Información en Ciencias de la Salud (BIREME), PubMed Central (PMC), Scopus y Web of Science (WoS). Luego del análisis se obtuvieron 18 estudios publicados entre el período de 2011 y 2017, que se presentaron en tres categorías.Resultados: Los resultados se presentaron en las categorías: recursos instrumentales utilizados en la educación en salud, recursos tecnológicos aplicados a las prácticas educativas, y competencias para la gestión de las prácticas educativas.Conclusión: Este estudio trae como contribución a la práctica del enfermero subsidios para el desarrollo de la gestión de las prácticas educativas en los servicios de sal...

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“…The digital and mobile technology are extremely needed in medical education [6,7]. In the era of healthcare, MOOCs are widely infiltrate into radiology learning [8], nursing education [9], ophthalmology education [10], pharmacy education [11], parasitology education [12], and even global health [13].…”

Section: Introductionmentioning

confidence: 99%

The development of medical MOOCs in China: current situation and challenges

Gong

2018

Medical Education Online

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This study aimed to investigate the current situation and challenges on the development of medical massive open online courses (MOOCs) in China. A survey was constructed and the statistical analysis was adopted to evaluate the medical MOOCs. The results showed that the medical MOOC-related journal papers, conference papers, books and dissertations have risen dramatically over the past five years. In addition, the top 6 most representative MOOC platforms provide the majority (87%) of medical courses. The statistical analysis showed that PMPH-MOOC was the most influential medical MOOC platform in China. Compared to the foreign medical MOOCs, medical MOOCs in China were urgently in need of systemic planning, interaction activities and international certification. Overall, the findings suggest that the development of medical MOOCs for higher education has been achieved a great success along with a huge challenge.

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Mobile technology in clinical teaching

Cited by 64 publications

References 16 publications

Mobile learning in nursing "m-learning"<p>Hemşirelikte mobil öğrenme “m-öğrenme”

Mobile learning in nursing "m-learning"<p>Hemşirelikte mobil öğrenme “m-öğrenme”

Recursos e competências para gestão de práticas educativas por enfermeiros: revisão integrativa

The development of medical MOOCs in China: current situation and challenges

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