Unveiling the Mobile Learning Paradox.
A mobile learning paradox exists in Australian healthcare settings. Although it is increasingly acknowledged that timely, easy, and convenient access to health information using mobile learning technologies can enhance care and improve patient outcomes, currently there is an inability for nurses to access information at the point of care. Rapid growth in the use of mobile technology has created challenges for learning and teaching in the workplace. Easy access to educational resources via mobile devices challenges traditional strategies of knowledge and skill acquisition. Redesign of learning and teaching in the undergraduate curriculum and the development of policies to support the use of mobile learning at point of care is overdue. This study explored mobile learning opportunities used by clinical supervisors in tertiary and community-based facilities in two Australian States. Individual, organisation and systems level governance were sub-themes of professionalism that emerged as the main theme and impacts on learning and teaching in situ in healthcare environments. It is imperative healthcare work redesign includes learning and teaching that supports professional identity formation of students during work integrated learning.
School of Health Sciences, University of Tasmania, Australia.
Carey
C
Mather
School of Health Sciences, University of Tasmania, Australia.
Elizabeth
E
Cummings
D003194:Computer-Assisted Instruction / Q000379:methods*; D020375:Education, Distance / Q000458:organization & administration*; D004506:Education, Nursing / Q000458:organization & administration*; D004509:Education, Nursing, Continuing / Q000458:organization & administration*; D004521:Educational Measurement; D017144:Focus Groups; D007318:Inservice Training / Q000379:methods*; D013648:Tasmania