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Empirical studies show the value of mobile phones as effective educational tools to support learning in the nursing profession, predominantly in high income countries.
The rapidly increasing prevalence of mobile phone technology in Africa nourishes hopes that these tools could be equally effective in lowly resourced contexts, specifically in efforts to achieve the health-related Millennium Development goals. A quantitative survey using self-administered questionnaires was conducted of rural advanced midwives. Fifty-six nurses (49.6%) from the 113 rural-based midwives attending an advanced midwifery training programme at the University of KwaZulu-Natal, South Africa, filled in a questionnaire.
It is concluded that educational institutions should support the appropriate use of mobile phones more systematically; particularly in relation to the development of mobile network literacy skills. As part of a strategy to address three of the Millennium Development goals to improve child and maternal health and fighting HIV, rural-based registered midwives have been enrolled in a part-time, two-year, Advanced Midwifery Programme at the University of KwaZulu-Natal, South Africa. In rural and disadvantaged areas in lower- and middle-income countries, health workers have limited access to education, up-to-date knowledge, and professional networks.
In this light, United Nations organisations, such as UNICEF, ITU and the World Bank, have great expectations for the potential of mobile phones to support and educate health care providers (Holmes 2010, ITU 2010, The World Bank 2012), and educational institutions have started piloting these tools (Chang et al.
Mobile phones, similar to the old digital assistants, form new kinds of communication and interaction that can also define novel approaches to teaching and learning (De Marcos Ortega et al. More than 100 midwives enrolled in a two-year Advanced Midwifery Programme at five rural sites in the KwaZulu-Natal Province of South Africa. ICTs: ICTs are information and communication technologies that include hardware, such as computers (desktop and laptop) and mobile phones (smartphones and traditional mobile phones), as well as software applications and communication functions, such as calling and messaging. Facilitators: Facilitators were Registered Educators and Midwives employed by the university to support students clinically and academically in rural areas. The research objectives were to establish existing usage patterns and perceptions of ICT and, in particular, of mobile phones and social media and networks, e.g. The context of the study was the Advanced Midwifery Training Programme at the University of KwaZulu-Natal, South Africa, which was presented at five remote rural hospital sites and one university site.
A quantitative survey on the use and effectiveness of mobile phones, computers and social networks for work and educational purposes was conducted in the second half of 2012 by means of a structured questionnaire.
The population of the study comprised 113 advanced midwifery nursing students enrolled in the two-year programme at the time of the survey; 69 respondents were second year students whilst 44 of them were first year students. The questionnaire was developed and refined based on the findings of previous qualitative studies, mainly from an interview-based investigation from the same programme setting (Pimmer et al.
The questionnaires were distributed by the local facilitators and then returned to the research staff at the university.
The study received ethical clearance from the Human and Social Science Ethics Committee from the University of KwaZulu-Natal and permission was granted by the School of Nursing at the university to conduct the study. The respondents’ perceptions of the use of technology were examined with regard to the potential of using mobile phones and social networking activities such as Facebook to provide access to information and support learning. Respondents were asked about the ICT support they were receiving for using mobile phones and applications, such as Facebook at work and at institutions for educational purposes.
The ICT device that the respondents were most competent with was the mobile phone (Table 4).
Respondents’ attitudes towards the use of ICTs in education were measured with regard to their own learning, their attitudes towards the use of ICTs at the university, and their perceived use of ICTs by their facilitators. The respondents’ attitudes towards the possible future use of mobile phones and Facebook for educational purposes were measured. In the context of using mobile phones and social networks to provide access to educational learning opportunities in lowly resourced settings for nurses, the following factors were considered: the specific rural context, the learners, and the potential applications and perceptions of these technologies for learning purposes. Owing to insufficient access to the Internet at homes in the rural areas, mobile phones provide an opportunity to increase access to the Internet for learners. A second issue concerns the characteristics of nursing learners resident in rural areas, specifically regarding age and attitude towards the use of new technology. In assessing the potential for using mobile phones and social networks for learning at the time of the study, respondents’ mobile phone usage patterns, specific views on the use of mobile phones and social networks for education purposes, and institutional support were examined. With reference to social networks, the low engagement on Facebook in our study contradicts international studies of younger nurses with reports in the USA of up to 90% engagement on Facebook (Ferguson 2013). The study revealed an inherent tension and struggle between respondents’ relatively high usage patterns of mobile phones and high expectations with regard to their value for learning and work purposes on the one hand, and their limited perceived technical competency and the restricted institutional support on the other.
The authors declare that they have no financial or personal relationship(s) that may have inappropriately influenced them in writing this article. Statistics South Africa, 2013, General household survey, Statistics South Africa, Pretoria. WHO, 2010, Increasing access to health workers in remote and rural areas through improved retention.
To be clear, we are not in the mobile (or even wireless) healthcare market, but the IT security trends exemplified within it cross boundaries into related trends of other market segments. Doctors are increasingly using mobile devices to provide patient care, yet many healthcare organizations do not have a mobile technology policy in place, according to a recent survey by the Healthcare Information and Management Systems Society (HIMSS).
A full 83 percent of 170 healthcare organizations surveyed by HIMSS Analytics said their physicians use mobile technology to provide patient care.
Forty-one percent said they do not yet have a mobile technology plan in place to govern use of the mobile devices. Respondents identify improved access to patient information and the ability to view data from a remote location as key benefits to mobile technology use at their organizations. Our AppStack solution enables service providers and enterprise customers to move and manage complex cloud applications throughout their life cycle.
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If you're old enough to be working in health care you might remember when cell phones were a big brick.

Today, you're probably like the community of nurses who are very well connected with our smart phones, iPads and laptops. Although technology is changing rapidly in health care, education and training in the health care field have been particularly slow to change.
Incorporating technology into nursing education is a rapidly emerging trend, however, and will force regulatory boards to start considering education and training in terms of outcome rather than process or location.
One emerging answer is the development of hybrid courses training programs that blend the best in online learning with instructor-led components. This grant allows the group to partner with an online training provider, aQuire Training Solutions, to build highly interactive, engaging, story-based training courses for training entry-level workers: CNAs, acute care CNAs, home health aides and more.
The new blended classes really meet the needs of busy students who want to learn online,a€? said Ellen Riley, RN, program director for the HRSA grant program and chief champion of building these hybrid programs with colleges throughout Oregon. Today, modern technology is being incorporated to health care education to improved the quality of students and to produce great future nurses.
As the demand for home health care rises, advances in mobile technology are helping nurses bring high-quality, personalized care to the people who need it. The Navy Marine Corps Relief Society nurses use Microsoft Surface tablets with the “Nightengale app” — a program built on Microsoft Dynamics CRM — to help with patient assessment and education when they visit new moms and their babies at home. The Windows Panasonic Toughpad is one of the key tools in the University of Kansas WellCar, which lets nurse practitioners connect to physicians and other resources on the road. Learn more about how these tools are used on Microsoft’s Health blog and keep an eye on the nurse’s blog, which will be sharing more examples. Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising.
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The purpose of this study was to investigate the perception and use of mobile phones as educational and professional tools by nurses in lowly resourced settings. The results showed that, whilst nurses regarded their technology competences as low and although they received very little official support from their educational and professional institutions, the majority frequently used mobile functions and applications to support their work and learning processes.
These conditions contribute, amongst others, to professional isolation, attrition, poor performance, and emigration (HIFA Report 2010, Hongoro & McPake 2004, WHO 2010). Indeed, statistics allow the conclusion that smart mobile phone users spend considerably more time on social media and social network sites than users of personal computers (Favell 2010).
The challenge for the teaching staff of the programme was to connect these midwives to the university in real time and to ensure that they had ready access to all learning materials and resources. Facebook to gain a better understanding for the purpose of incorporating these technologies into existing educational programmes. Because the midwifery students were living, working, and studying locally a blended educational programme had been designed to address their educational needs with the aim of not removing them from their local setting for educational purposes.
This survey was the second component of a mixed method study to investigate mobile phone and social media usage for educational purposes in lowly resourced settings (Pimmer et al. Data were entered in the SPSS version 22.0 computer program and analysed using appropriate descriptive and non-parametric statistics.
Written informed consent was obtained, anonymity of respondents was maintained and participation in the study was voluntary.
The characteristics of the institution (educational learning environment and ICT support) were also examined. 2012) that the following individual characteristics are good indicators of future use of technology: perceived levels of competency, perceived effectiveness of technology, and general attitudes towards the use of ICTs. In South Africa mobile phones offer access to the Internet more readily than fixed line Internet connections at home, specifically in rural households where 17.9% of rural households access the Internet by using mobile devices as opposed to home Internet connection (2%) (Statistics South Africa 2013). Owing to the fact that the respondents in this study were already qualified professional nurses, they were older learners with an average age over 40 years with 16% of the respondents over the age of 50 years.
The positive views towards potential use of mobile phones for learning were in direct opposition to reported poor support for the use of social networks or mobile phones at university or work. The main limitation was the 50% response rate which might have influenced the findings as a result of the non-responders’ own disposition towards using ICTs. Firstly, there is empirical evidence from studies that the potential exists to use mobile phones and social networks more systematically in lowly resourced settings to facilitate nursing education. Thus, it is concluded that much would be gained when educational institutions start supporting the learners with the use of mobile phones more systematically, particularly concerning the development of mobile literacy skills.
Nursing staff using personal mobile phones for work purposes, Royal College of Nursing, London. That means we have deep first-hand knowledge of a wide variety of public and private clouds, as well as cloud orchestration platforms. We were impressed with the Lightwave facility, the policies and procedures AIS has in place, like its ITIL (Information Technology Infrastructure Library) service architecture, and its knowledgeable staff. At the same time, we were seriously considering whether to continue owning our own data center or to partner with a leading industry partner and further strengthen our already best-in-class hosting services. The addition of our secondary facility into the AIS Lightwave Data Center, with its multi-gigabit connectivity to its space inside the Los Angeles One Wilshire Data Center, will enable us to accommodate our intense growth and accelerate the release of new products and services. We want our clients to feel comfortable that we are committed to taking the necessary steps to assure their peace-of-mind as they seek us out for colocation, connectivity, managed services and now, our full-featured cloud service. Through action and oversight we’ve demonstrated our commitment to this important industry segment so that companies facing FDA requirements can have confidence in working with AIS for fully-compliant data center services. Our SOC 2 Type 2 examination clearly sets us apart from the local and regional competition in the Southwest. We get directions to a client's home on the fly, look up new medications, google? an unusual diagnosis or find a resource for a client, quickly, easily and in minutes.
Many states still require health care training be done in a classroom setting, requiring physical presence by an instructor in the same room as students. Surprisingly, it's the federal government initiating some of this change by pushing states to consider technological solutions to the coming aging patient population boom, which will bring with it a need for well-trained, well-prepared health care workers unlike any we've ever seen before in this country.
Department of Health and Human Services Health Resources and Services Administration has issued a series of grants specifically designed to promote training for direct care workers CNAs, home health aides and personal care aides who will perform the majority of the hands-on care required by an aging populace.
In Oregon, for example, Southwestern Oregon Community College is leading a consortium of community colleges in the final year of a three-year HRSA grant. It took us a few classes to learn how best to connect with our students and engage with them during the online process, but once we figured out how to do that well, these blended programs really work. They perceived mobile devices with their voice, text, and email functions as important tools for the educational and professional activities of searching for information and engaging with facilitators and peers from work and study contexts. In these settings the mobile phone is often the most reliable technology for health care providers to perform their work (Crow et al. In nursing education and midwifery, smartphones can be used for quick access to educational materials and guidelines during clinical and class activities or clinical conferences, a range of applications expand the smartphone functions even further (Havelka 2011, Phillippi & Wyatt 2011). There is still little solid knowledge available about how to use mobile media to effectively support health workers in disadvantaged areas in low- and middle-income countries (Braun et al. Again, medical and health research has concentrated on the educational use of social media in high income countries (Gray, Annabell & Kennedy 2010).

Though lectures were provided by means of videoconferencing and midwives reported that they had access to computers, it was clear that uptake of the learning management systems had been low (Chipps et al. That included weekly in-person videoconferencing lectures from the university to the local rural hospitals and the appointment of local facilitators to support the midwives at those rural sites.
Participation varied across sites, ranging from 100% at one rural site to 27.5% at the university attendance site. In addition, items were adopted from an extensive survey with established validity and reliability that had examined the use and perception of information technology by undergraduate students (EDUCAUSE 2011). Twenty-three respondents (41.1%) agreed that social networking sites were becoming important.
This finding was similar to the findings of other studies conducted in nursing at these settings (Chipps et al. Generally, the respondents had a positive attitude towards technology and investments in technology by universities and their work place, though their views in respect of the use of those technologies for educational purposes remained out of date. The respondents in our study reported higher use of mobile phones compared to any of the other ICTs for educational and work-related activities, including contacting facilitators or peers to discuss topics and tasks related to the programme or work and searching for information. This was further compounded by a perception of lecturers’ poor awareness of the latest technology available for education and learning. Likewise, there was uncertainty about whether the respondents clearly understood the dissimilarity between mobile phones with smartphone capacities and traditional mobile phones. Institutions should evaluate how mobile phones and social media can contribute to key aspects of education, how to integrate them, and how to support learners to use them effectively. After working closely with AIS to thoroughly test and implement our software and exhaustively stress-test AIS BusinessCloud1, our team at Appcara is quite impressed with the service. We feel AIS has mapped out a solid solution that can expand to meet our future business needs. You definitely recall days before mobile technology like smart phones and tablet computers. A major requirement of many of these grants has been to incorporate technology and telehealth-type solutions, bringing training to the masses while utilizing as few resources as possible. The colleges add instructor-led components in training skills in a laboratory setting and supervise the clinical work experience required prior to completion of these training programs.
To a lesser extent, the use of social networks, such as WhatsApp and Facebook, were also reported. In a number of studies, mobile phones are reported to be used for educational purposes in clinical contexts to access learning materials (Clay 2011) or social support at the bedside (Young et al.
These positive outcomes have been realised in a non-linear approach resulting from the dialectical tensions amongst the interactions of benefits and constraints, such as gender or midwifery roles, a lack of technical competency and resource control in traditional social hierarchies (Chib & Chen 2011).
Their findings identify educational benefits as well as risks regarding ethical issues and privacy. Programme material in four subjects had also been placed online by utilising an open source learning management system; however, most of the material and resources were photocopied and posted to the rural sites. Only six respondents (10.7%) reported having completed a degree in nursing with the rest having completed diplomas in nursing.
However, the use of social networks to reflect on work-related experiences was low with only 10 (17.9%) respondents who reported that they were using social networking sites for that purpose. Unfortunately, rural hospitals in KwaZulu-Natal had very limited Internet access with a very slow bandwidth of 148 kbps (Wooton et al. Most of them rated the laptop as the most effective ICT for education and learning, followed by learning management systems and smartphones.
Making phone calls was the most frequent activity followed by SMS or texting, but they reported low current usage of smartphone functions.
Mobile phones were rated as important with regard to discussing learning and accessing information, and respondents were positive about the use of social networking sites to augment their education. Specifically, orientation and training of older learners should be done to raise their awareness and skills in using mobile and social networks. In fact, in low- and middle-income countries, the use of mobile phones has dramatically increased and is considered to have a large impact on developmental issues. However, very little research has been conducted about the use of social software on mobile phones in developing or transitional countries, though their potential is considered to be high (Kolko, Rose & Johnson 2007).
A previous study concluded that, despite the high possibility of phone ownership (Pimmer et al. Older nurses (nurses with extensive experience) might be more reluctant to embrace new technologies (Putzer & Park 2010), and age is known to be a factor that significantly affects computer competency levels (Hsu et al.
Nursing education should invest in developing guidelines for the use of mobile phones in the clinical settings (Royal College of Nursing 2012). In South Africa this increase includes 94.2 mobile cellular subscriptions per 100 people (The World Bank 2011) and a mobile broadband penetration that had reached 29% by the end of 2013 (ITU 2014).
However, some barriers to the use of mobile phones in nursing have been recorded, including cost, disease transmission, equipment interference (Phillippi & Wyatt 2011), and ethical issues of data security. Only a few studies have analysed the rich educational potential of the convergence of mobile phones and social networking sites for nursing and medical education in developing countries. 2014), it was not clear what the use for, and perceptions about, the functionality of mobile phones for educational and work-related activities had been. In contrast, all except two respondents in this study reported that they owned a mobile phone. This could possibly be due to a perception that mobile phones and Facebook are not used for educational and clinical purposes and concerns about the potential distraction of those devices in a working environment (McBride et al. However, more formal research into possible strategies and interventions to facilitate the uptake of technologies in education in these setting is recommended. In these settings, Traxler and Kukulska-Hulme (2005) consider the potential of mobile learning to provide education without dependence on extensive traditional communications infrastructure. A study, for example, illustrates how Asian health professionals are using social network sites on their mobile phones to deliberately engage with explicit forms of educational content, such as quizzes and case presentations, as well as to participate in virtual professional communities that allow for the announcement and negotiation of occupational status and professional identities.
Half of them specifically reported owning smartphones that were used to access the Internet. Our study supported these findings, with more than half the respondents who reported low levels of computer competency and difficulty in using new technology.
However, it is argued that current perceptions about mobile learning and development seems to be oversimplified and techno-centred (Traxler 2012; Winters 2013). Generally, however, respondents felt relatively competent in using their mobile phones, though less so with new technological tools such as Facebook, with less than half of them ever having used Facebook. A qualitative study in a similar programme setting as this investigation concluded that midwives are using their mobile phones to support authentic problem solving in relation to critical patient cases to facilitate reflective practice and to establish social presence in the form of emotional support and inclusion (Pimmer et al.
As a result of the prevailing qualitative findings it can be concluded that future research must concentrate more attention on analysing such applications. Further research is required to address the extent to which the engagement with such technologies impacts learning and communicating health information.

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