Today's students are digital natives who are most familiar with using mobile devices. Smartphones have become indispensable for nursing students (Gutiérrez-Puertas et al., 2021). The healthcare environment is no stranger to this reality, and more and more devices are being used, and applications are being designed for patient care.
It was previously stated that rigorous primary empirical studies, mainly with robust study designs, are needed to explore the potential of mobile devices in providing a supplementary pedagogical method and to assess the effectiveness of mobile devices in nursing student-nurse-teacher cooperation during clinical practice (Strandell-Laine et al., 2015). More recently, smartphone-based mobile learning was associated with significantly influencing nursing students' knowledge, skills, confidence in performance, and learning attitude (Kim & Park, 2019). So, smartphone-based mobile learning could be an alternative or supportive method for better education in nursing fields (Kim & Park, 2019).
The use of smartphones in the clinical setting could have several effects on the clinical work of nursing students (Gutiérrez-Puertas et al., 2021). Through the analysis of the nursing students' experiences and perceptions of smartphone use in the clinical setting, smartphone uses emerging associated with (1) using smartphones in the clinical setting as a personal resource, (2) smartphones as a support mechanism for making clinical decisions; and (3) impact of smartphones on patient care (Gutiérrez-Puertas et al., 2021).
Few studies have yet investigated how nursing students use their mobile devices in the context of patient care. However, some evidence indicates that personal smartphones can be distracting and put patient safety at risk (de Jong et al., 2020). Nurses view personal smartphones as an efficient method to gather patient care information and communicate with the healthcare team (de Jong, Donelle, & Kerr, 2020). However, it highlighted knowledge gaps regarding nurses' personal device use and information safety, patient care outcomes, and communication practices (de Jong et al., 2020). At the same time, it was inferred that nurses' use of their mobile devices to communicate with the healthcare team could demonstrate a technological "work-around" with efforts to provide quality patient care (de Jong et al., 2020).
In previous research to assess nursing students' (n=312) smartphone use as a source of distraction in clinical practice and identify their opinions about policies restricting smartphone use during patient care, it was found that about half (46.2%) of the nursing students used smartphones 'at least sometimes' during clinical practice and about a quarter of them (24.7%) were 'at least sometimes' distracted by smartphones during clinical practice (Cho & Lee, 2016). Most nursing students (83.7%) observed nurses using smartphones sometimes during work. 15.7% of nursing students 'agree' or 'strongly agree' with the policy restricting smartphone use in hospitals (Cho & Lee, 2016). Students who used smartphones more often tended to disagree with restriction policies for smartphone use in hospitals (Cho & Lee, 2016). In research performed in Spain (Zarandona et al., 2019), 23.3% of participants (n=234) admitted to using their smartphone for personal reasons at least once during their clinical practice, and they perceived that their level of distraction was low (6.9%). Notably, the level of distraction associated with others' smartphone use was perceived to be higher than that associated with their use. Students' opinions about policies were significantly related to the frequency of observing other students and nurses being distracted (Zarandona et al., 2019).
As this is an emerging approach in the context of nursing education, it is important to assess the current situation, propose recommendations and implement them in order to enable the beneficial integration of these mobile devices into the teaching-learning process and make the most of a resource at a fingertip to enhance this process.
It is in this context that this associated study project arose.
Next, the different tasks foreseen in this project to achieve its purpose, will be detailed. To ensures resilience and adaptability throughout the project lifecycle, a contingency plan will be drafted for each task.
Today's students are digital natives who are most familiar with using mobile devices. Integrating mobile technology into nursing education enhances learning experiences, making it more engaging and relevant. Developing recommendations within educational and healthcare contexts and addressing the use of mobile devices will balance technology's benefits with the need for professional, focused learning environments.
Aiming to optimize the use of mobile devices in clinical practice teaching by nursing students and enhancing the teaching-learning process by incorporating the use of mobile devices, a six-step multi-methods study will be developed over a timeline of five years. The first two steps will map evidence on how nursing students use mobile devices and review interventions' effectiveness on mobile devices in the teaching and learning process. Next, a translation, cultural adaptation, and validation of a tool measuring students' use of smartphones in clinical practice teaching will be performed so that this tool can be used for diagnostic assessment and assessment of the implementation of a set of recommendations. Implementation is planned in a pilot study in one specific curricular unit. The input of this pilot study will help improve the best practice recommendations and generalize its use.
Main purpose
To optimize the use of mobile devices in clinical practice teaching by nursing students, enhancing the teaching learning process by incorporating the use of mobile devices.
Specific aims
To map the evidence on the use of smartphones by nursing students.
To determine the impact of smartphone use on the teaching-learning process. To develop a set of best practice recommendations for the use of smartphones in clinical practice teaching by nursing students.
To promote the translation of best practice recommendations for the use of smartphones in clinical practice teaching by nursing students.
To assess the impact of the implementation of the best practice recommendations for the use of smartphones in clinical practice teaching by nursing students.
Integrating mobile technology into nursing education enhances learning experiences, making it more engaging and relevant. This approach equips nursing students with vital digital skills, essential in today's tech-driven healthcare environment. The focus on clinical practice teaching is set to improve clinical skills and patient care, ensuring better-prepared nursing graduates who are often the first contact in healthcare settings.
Additionally, the study informs policy development within educational and healthcare institutions, addressing the use of mobile devices in clinical settings. These policies will balance technology's benefits with the need for professional, focused learning environments. The research also pioneers technological adaptation in education, especially in clinical contexts, leading to innovative strategies that could influence other disciplines.
The study raises public awareness about integrating technology into education and the importance of culturally sensitive teaching practices. Its findings offer valuable insights for educational leaders and policymakers, guiding decisions on technology integration in teaching. Furthermore, this project prepares nursing students for future challenges, promoting a solid foundation in technology. By showcasing effective, innovative teaching methods and materials, it fosters a culture of lifelong learning and adaptability among nursing professionals, a crucial trait in the rapidly evolving healthcare sector. This research prepares nursing students to be adequate, culturally competent, and technologically adept healthcare professionals.
Considering the various studies and tasks discussed above, several vital ethical procedures must be adhered to maintain high research integrity standards and protect all participants' rights and well-being. These ethical procedures include: informed consent, confidentiality and data protection; ethical approval; transparency and honesty in all procedures, communications and publications; cultural sensitivity; ); conflict of interest disclosure; respect for participant autonomy.
Consultive
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13/03/2024
31/12/2029
Education and development of the discipline