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Unveiling the Mobile Learning Paradox.

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Australian nurses face a mobile learning paradox, struggling to access crucial health information at the point of care despite mobile technology

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Area of Science:

  • Healthcare Education
  • Mobile Learning Technologies
  • Nursing Practice

Background:

  • Mobile learning (m-learning) offers potential benefits for healthcare, including enhanced patient care and outcomes.
  • However, a significant gap exists in Australian healthcare settings, preventing nurses from accessing information at the point of care.
  • The rapid adoption of mobile devices presents challenges to traditional workplace learning and skill acquisition strategies.

Purpose of the Study:

  • To explore mobile learning opportunities utilized by clinical supervisors in Australian healthcare facilities.
  • To investigate the impact of mobile learning on in-situ learning and teaching within healthcare environments.
  • To identify barriers and enablers for effective mobile learning integration in nursing education and practice.

Main Methods:

  • Qualitative study exploring mobile learning opportunities.
  • Focus on clinical supervisors in tertiary and community-based healthcare facilities across two Australian States.
  • Analysis of governance levels (individual, organizational, systems) impacting learning and teaching.

Main Results:

  • Professionalism emerged as a key theme, encompassing individual, organizational, and systems-level governance.
  • These governance factors significantly impact the learning and teaching processes within healthcare settings.
  • Mobile learning integration faces challenges related to existing structures and policies.

Conclusions:

  • Redesigning undergraduate curricula and developing supportive policies for mobile learning at the point of care is essential.
  • Healthcare work redesign must incorporate learning and teaching strategies that foster professional identity formation.
  • Addressing the mobile learning paradox requires a multi-level governance approach to effectively integrate technology into clinical education.