School of Health Sciences, University of Tasmania, Launceston, Australia.
JMIR Mhealth Uhealth. 2014 Dec 10;2(4):e56. doi: 10.2196/mhealth.3467.
The 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.
This 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.
A validated online survey was administered to students while on placement in a range of health care settings in two Australian states.
There 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.
Undergraduate 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.
数字技术的发展给医疗环境中工作整合学习(WIL)期间安全、适当使用移动或便携式设备带来了挑战。个人和专业技术的使用已经超过了指导其在工作场所使用的政策或行为准则的发展。人们认为,如果卫生专业人员或学生在就业或 WIL 期间使用便携式设备,可能会分散对患者或客户护理的注意力,从而带来风险。
本研究旨在确定与其他非工作情况相比,在从事 WIL 时,本科护生在获取信息时使用便携式或移动设备的行为差异。
在澳大利亚两个州的一系列医疗保健环境中,对实习学生进行了一项经过验证的在线调查。
共有 84 名受访者,其中 56%(n=47)报告在使用移动或便携式设备。与 WIL 期间相比,在非工作场所使用移动设备进行非工作相关活动时,存在差异,例如发送消息(P<.001)、社交网络(P<.001)、在互联网上购物(P=.01)、在线处理个人事务(P=.01)以及检查或向同事发送非工作相关短信或电子邮件(P=.04)。在工作场所之外,学生更经常地进行与学习相关的活动,包括访问大学网站获取信息(P=.03)以及检查或向朋友或同事发送与学习相关的短信或电子邮件(P=.01)。学生继续在工作场所之外访问护理、医学、专业发展和与学习相关的信息。
本科护生在从事 WIL 时限制访问非工作或非以患者为中心的信息。下一代护士正在进行工作相关的移动学习,他们期望在工作场所轻松访问移动或便携式设备,以确保为患者提供安全、胜任的护理。