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Accessing best practice resources using mobile technology in an undergraduate nursing program: a feasibility study.

Elizabeth G Mann¹, Jennifer Medves, Elizabeth G Vandenkerkhof

¹Author Affiliations: School of Nursing (Drs Mann, Medves, and VanDenKerkhof) and Department of Anesthesiology and Perioperative Medicine (Dr VanDenKerkhof), Queen's University, Kingston, Ontario, Canada.

Computers, Informatics, Nursing : CIN

|January 31, 2015

Summary

Mobile technology in nursing education shows promise for evidence-informed practice. However, successful integration requires addressing student skill gaps and enhancing staff support to optimize mobile device adoption by nurses.

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Area of Science:

Nursing Education
Health Informatics
Technology Adoption

Background:

Mobile technology offers new avenues for nursing education and care delivery.
Integrating digital tools into undergraduate nursing programs is an emerging area of focus.
Understanding student perceptions and predictors of technology use is crucial for effective implementation.

Purpose of the Study:

To evaluate the utility and feasibility of mobile technology (iPod Touch) in undergraduate nursing education.
To identify factors influencing nursing students' adoption of mobile technology for accessing best practice guidelines.
To explore the relationship between computer self-efficacy, Theory of Planned Behavior constructs, and technology use intentions.

Main Methods:

An evaluation study involving undergraduate nursing students provided with iPod Touch devices.
Assessment of computer self-efficacy and application of the Theory of Planned Behavior to predict mobile technology use.
Data collection through questionnaires at baseline and post-implementation, supplemented by feasibility feedback.

Main Results:

Students perceived the devices as useful with minimal technical issues.
Key barriers identified included lack of student skills and insufficient clinical staff support.
While self-efficacy remained high, attitudes and intentions to use the technology decreased post-implementation.
Attitude toward the technology was a significant predictor of intention to use it post-graduation.

Conclusions:

Mobile technology can support evidence-informed practice in nursing, but skill development is essential for optimal use.
Addressing student skill deficits and ensuring adequate clinical staff support are critical for successful technology integration.
Factors influencing student attitudes towards mobile technology must be considered to promote sustained adoption in nursing practice.