Mobile Learning in Nursing Education: Lessons Learned

2014 ◽  
pp. 203-221 ◽  
Author(s):  
Donna Russell ◽  
Paul Steve Gentzler ◽  
Lea Wood
Keyword(s):  
Nursing Education ◽  
Mobile Learning ◽  
Lessons Learned

Mobile Learning (M-Learning) adoption in the Middle East: Lessons learned from the educationally advanced countries

2015 ◽  
Vol 32 (4) ◽  
pp. 909-920 ◽  
Author(s):  
Asharul Islam Khan ◽  
Hafedh Al-Shihi ◽  
Zuhoor Abdullah Al-khanjari ◽  
Mohamed Sarrab
Keyword(s):  
Middle East ◽  
Mobile Learning ◽  
Lessons Learned

scholarly journals Integrating M-Learning in Teaching ECG Reading and Arrhythmia Management for Undergraduate Nursing Students

2020 ◽  
Vol 14 (01) ◽  
pp. 82
Author(s):  
Basma Salameh ◽  
Ahmad Ewais ◽  
Osama Salameh
Keyword(s):  
Critical Care ◽  
Nursing Education ◽  
Nursing Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Experience ◽  
Control Group ◽  
Learning Materials ◽  
Academic Achievements ◽  
Care Course

<p class="0abstract">Use of mobile devices among nursing students is recently a widespread approach. Integrating mobile devices in education can improve the quality of nursing education by engaging students in learning experience. The present study aims at investigating theeffect of using Mobile Learning (M-learning) on students’ academicachievements and satisfaction. Therefore, quasi-experimental design was used. The study included 104 students who were enrolled in a critical care course at the faculty of Nursing. During the study, the participant were divided into control and experimental groups. The experimental group 52 students were able to use a developed mobile application, which includes learning materials and multimedia resources, dedicated to critical care course.  On the other hand, control group 52 students were able to explore the classical learning materials form the course. The study included students’ attitudes, students’ satisfaction, and students’ academic achievements. Differences between the two groups were considered significant as the result was p &lt; 0.05. The obtained results showed significance difference between pre-post quizzes achievements between the experimental and control group (p&lt;0.000). Additionally, 76% of the students were satisfied with using M-learning. The study revealed that there was improvement in the student academic achievements and satisfaction when integrating mobile learning into nursing education<span>.</span></p>

Using Learning Objects for Rapid Deployment to Mobile Learning Devices for the U.S. Coast Guard

2011 ◽  
pp. 527-540
Author(s):  
Pamela T. Northrup ◽  
William T. Harrison Jr.
Keyword(s):  
Mobile Learning ◽  
Learning Objects ◽  
Lessons Learned ◽  
Coast Guard ◽  
Design Decisions ◽  
Development Tool ◽  
Content Development ◽  
Rapid Deployment ◽  
The U.S ◽  
Beta Test

This chapter introduces the use of a learning objects content development tool, the eLearning Objects Navigator, (eLONTM) as a strategy for creating, classifying, and retrieving reusable learning objects and reusable information objects. The use of eLONTM provides a context for rapid deployment of these SCORM-conformant packages to mobile learning devices as well as to learning management systems for a beta test with the U.S. Coast Guard Institute. Presented in this chapter is the underlying theoretical framework for the development of eLONTM as well as the specific design decisions made regarding the deployment of PDA mobile learning devices to military personnel. Furthermore, initial results from the beta test yield positive results as well as a series of lessons learned.

Evaluation of mobile learning for the clinical practicum in nursing education: application of the FRAME model

2019 ◽  
Vol 31 (2) ◽  
pp. 290-310
Author(s):  
Kam Cheong Li ◽  
Linda Yin-king Lee ◽  
Suet-lai Wong ◽  
Ivy Sui-yu Yau ◽  
Billy Tak-ming Wong
Keyword(s):  
Nursing Education ◽  
Mobile Learning ◽  
Clinical Practicum ◽  
Frame Model

scholarly journals Lessons learned about ageing and gerontological nursing in South Africa

Curationis ◽  
2015 ◽  
Vol 38 (1) ◽  
Author(s):  
Staja Q. Booker
Keyword(s):  
South Africa ◽  
Older Adults ◽  
Nursing Education ◽  
Service Learning ◽  
Learning Experience ◽  
The United States ◽  
Lessons Learned ◽  
Innovative Teaching ◽  
Gerontological Nursing ◽  
The Usa

Background: The unprecedented global growth in older adults merits high-quality gerontological nursing care. As gerontological nursing grows in visibility in developed and developing countries, nurses must possess a broader worldview of ageing with knowledge of physiological, psychosocial, and cultural issues.Purpose: The purpose of this article is to: (1) highlight lessons learned on differences and similarities in ageing and care of older adults in the United States of America (USA) and South Africa (SA); and (2) provide recommendations on how to advance gerontological nursingeducation in SA.Methods: A two-week international service-learning project was undertaken by visiting SA and learning about their nursing system and care of older adults. Service-learning is an innovative teaching-learning-service method that provided reflective and hands-on experience of gerontological nursing. This article provides a personal reflection of lessons learned about ageing and gerontological nursing during the service-learning project.Findings: Care of older adults in SA is in many ways different from and similar to that in the USA. Consequently global nurses should recognise those differences and provide culturally appropriate care. This service-learning experience also demonstrated the need for gerontological nursing education in SA. Based on this, recommendations on how to infuse and advance gerontological nursing education in SA are provided.Conclusion: Caring for older adults in a global context requires knowledge and understanding of cultures and their values and practices. With a growing population of diverse older adults, there is a need for incorporation

scholarly journals Video-based e-learning tools for geriatric nursing education

2021 ◽  
Vol 12 (4) ◽  
pp. 59
Author(s):  
Vera Habes ◽  
Alice Bakker ◽  
Thijs Aarts ◽  
Bianca Buurman
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Development Process ◽  
Lessons Learned ◽  
Geriatric Nursing ◽  
Learning Tools ◽  
E Learning ◽  
High Level ◽  
Student Centeredness ◽  
Clinical Reasoning Skills

Background: Future clinical challenges in nursing care of geriatric patients require educational courses that provide a high level of clinical reasoning skills. Serious Soap (www.serioussoap.nl/eng) is a video-based educational tool that combines entertainment with learning and reflection; it can serve as an attractive e-learning tool for nurses, nursing students, and tutors in geriatric care.Objective: This article describes Serious Soap’s development process, the lessons learned, and the most beneficial factors for student-centredness and teacher-centredness.Conclusions: The lessons learned from the development process highlight that it is important to use the experiences from previous gamification projects, co-create with target users, conduct elaborate testing and research before launching the final version, and ensure sustainability. The most valuable features for student-centeredness were the use of humor, authentic critical situations, popular actors, and interactivity. The most favorable aspects for teacher-centeredness were free accessibility of the tool, evidence-based content, and the possibility of using different features of the tool in various manners.

Social Implications of Mobile Learning in Global Learning Environments

2013 ◽  
pp. 292-312 ◽  
Author(s):  
Thomas Cochrane
Keyword(s):  
Learning Environments ◽  
Mobile Learning ◽  
Lessons Learned ◽  
Social Implications ◽  
Social Software ◽  
Global Learning ◽  
The Social ◽  
Transformative Impact ◽  
Social Networking Tools ◽  
Learning Projects

This chapter critiques six example case studies of global mobile learning projects using social networking tools to discuss the social implications of mobile learning in global learning environments. The researcher argues that supporting global mobile learning projects via the establishment of the projects as collaborative communities of practice of lecturers and students provides a rich environment for fostering pedagogical transformation from a focus upon teacher-directed content to student-generated content and student-generated learning contexts. The collaborative and communicative affordances of mobile devices coupled with Web 2.0 social software provide powerful tools for nurturing and sustaining global learning environments across the boundaries of time and geography. Lessons learned from the six projects between 2008 and 2012 illustrate the potentially transformative impact upon pedagogy of mobile learning used within the context of global learning environments.

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