ArticleJMIR mHealth and uHealth2014
Nurses' use of mobile devices to access information in health care environments in australia: a survey of undergraduate students.
Article in JMIR mHealth and uHealth, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
7 citing papers in PubMed.
- Technology Complements Physical Examination and Facilitates Skills Development among Health Sciences Clerkship Students:Perspectives on medical education · 2023Review
- The relationship between the willingness to mobile learning and educational achievements in health-care professional students.Journal of education and health promotion · 2021Article
- Design and psychometric properties of willingness to mobile learning scale for medical sciences students: A mixed-methods study.Journal of education and health promotion · 2020Article
- Advancing mobile learning in Australian healthcare environments: nursing profession organisation perspectives and leadership challenges.BMC nursing · 2018Article
- Factors influencing the implementation, adoption, use, sustainability and scalability of mLearning for medical and nursing education: a systematic review protocol.Systematic reviews · 2016Article
- An integrative review of the impact of mobile technologies used by healthcare professionals to support education and practice.Nursing open · 2016Article
- Nursing Performance and Smartphone Use in Clinical Settings.Indian journal of occupational and environmental medicineArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe growth of digital technology has created challenges for safe and appropriate use of mobile or portable devices during work-integrated learning (WIL) in health care environments. Personal and professional use of technology has outpaced the development of policy or codes of practice for guiding its use at the workplace. There is a perceived risk that portable devices may distract from provision of patient or client care if used by health professionals or students during employment or WIL.
objectiveThis study aimed to identify differences in behavior of undergraduate nurses in accessing information, using a portable or mobile device, when undertaking WIL compared to other non-work situations.
methodsA validated online survey was administered to students while on placement in a range of health care settings in two Australian states.
resultsThere were 84 respondents, with 56% (n=47) reporting access to a mobile or portable device. Differences in use of a mobile device away from, compared with during WIL, were observed for non-work related activities such as messaging (P<.001), social networking (P<.001), shopping on the Internet (P=.01), conducting personal business online (P=.01), and checking or sending non-work related texts or emails to co-workers (P=.04). Study-related activities were conducted more regularly away from the workplace and included accessing University sites for information (P=.03) and checking or sending study-related text messages or emails to friends or co-workers (P=.01). Students continued to access nursing, medical, professional development, and study-related information away from the workplace.
conclusionsUndergraduate nurses limit their access to non-work or non-patient centered information while undertaking WIL. Work-related mobile learning is being undertaken, in situ, by the next generation of nurses who expect easy access to mobile or portable devices at the workplace, to ensure safe and competent care is delivered to their patients.
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Registered trials
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