A Pilot Study: Vermont Technical
College
Using Mobile Access Devices, Apps and Social
Media in the curricula to understand the
impact of nursing student’s learning through
case study assignments and simulation
Leah Matteson, MSN, RN
Kristin Husher, MSN, RN
Objectives
• Understand the use of mobile access devices (MADs),
social media and applications impact on nursing
student learning
• Create an active learning methodology using mobile
access devices, apps and social media to enhance
nursing student knowledge at the point of care in a
clinical setting
• Demonstrate learning outcomes with nursing students
through the use of mobile access devices, apps, case
study and simulation
• Create an interactive learning environment in the
classroom with mobile access devices, social media
and apps
Social Media – What is it?
• What is Social Media-Why does it matter?
• What is a MAD?
• Social Media Explosion – last 5 years
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800 million users of Facebook (Facebook Stats 2012)
350 million users through their M.A.D.(Facebook Stats 2012)
355,000 registered nurses and midwives are on Facebook (2011)
May 2011, 965 Hospitals using social networking and growing
LinkedIn
Twitter
• 80 % of internet users or 59% of adults look for health
information on-line” (Pew Report, 2011)
“Cyber Hallways”
• The students now entering the hallowed halls of higher
education are digital natives who grew up in a multimedia
world and are most comfortable with technology (Skiba, 2007).
• “Extended Campus” removes opportunities for casual
conversations in the hallways. Our electronic hallways provide
instant access.
• As educators of nursing, we have an opportunity to utilize
social media to create new learning environments that will
help nursing students become safe, competent caregivers.
• Nurse educators/faculty can use these emerging
technologies to teach nursing students how to use these
resources and communication tools in the caregiving
process with patients and communities locally, and globally.
“Learning Spaces”
• As educators of nursing, we have an opportunity to
utilize social media to create new learning spaces that
will help nursing students become safe, competent
caregivers.
• The creation of shared learning spaces allows for
collaborative learning and higher levels of integrative
learning.
• Nurse educators/faculty can use these emerging
technologies to teach nursing students how to use
these resources and communication tools in the
caregiving process with patients and communities
locally, and globally.
What’s in the Literature?
• “Point of care access to information is important because it
improves quality of care, saves time, and reduces errors
(IOM, 2006; NLN, 2008; Technology Informatics Guiding Education Reform,
2009).
• Hence, the use of PDAs is rapidly becoming well established
among health care providers such as NPs, physicians, and
medical residents (Garritty & El Emam, 2006; Stroud, Smith, & Erkel, 2009).
• In fact, core competencies for nurse practitioners from the
National Organization of Nurse Practitioner Faculties (2006)
now include the incorporation of current technology into
practice, thus necessitating mastery of mobile
technologies.”
Reference: Introducing Personal Digital Assistants to Enhance Nursing Education in Undergraduate and Graduate
Nursing Programs
Nancy J. Cibulka, PhD, FNP-BC; and Lottchen Crane-Wider, PhD, RN
Journal of Nursing Education • Vol. 50, No. 2, 2011 115
IOM Supports Technology
The future of nursing: Leading
Change, Advancing Health (2010)
Recommendation 2:“health
care organizations should
engage nurses and other frontline staff to work with
developers and manufacturers
in the design, development,
purchase, implementation,
and evaluation of medical and
health devices and health
information technology
products” (p. 2).
Social Media and Nursing
• Clinical Use: National Nursing
Organizations have developed social
media web sites for sharing information
• ANA Policy on the Use of Social Media
• NCSBN on the use of Social Media
• Mesa Community College in Arizona has
a manikin named Stella Bellman who
has her own Facebook page. Stella
provides welcome messages and notices
about exams; more importantly, she
provides simulation scenarios for
students.
http://www.americannursetoday.com/article.asp
x?id=8016&fid=7986
2011 VSC Academic Retreat Keynote
Michael Wesch Engaging Today’s Learners
• While most of our classrooms were built under the
assumption that information is scarce and hard to find,
nearly the entire body of human knowledge now flows
through and around these rooms in one form or another,
ready to be accessed by laptops, cellphones, and iPods.
• Classrooms built to re-enforce the top-down authoritative
knowledge of the teacher are now enveloped by a cloud of
ubiquitous digital information where knowledge is made,
not found, and authority is continuously negotiated
through discussion and participation.
• In short, they tell us that our walls no longer mark the
boundaries of our classrooms.
http://www.britannica.com/blogs/2008/10/a-vision-of-students-todaywhat-teachers-must-do/
The Pilot Study Process
• Introduction of Unbound Medicine by nursing faculty
intrigues students
• Students see technology “as a tool for active learning
instead of as a tool to facilitate the instructor’s
presentation of information” Skiba (2007).
• What we did:
• Obtained Perkins Grant – Used to support innovative
technical education
• Proposed to pilot use of MADs by one site of PN
students and Unbound Medicine Application.
• Mobile Resource Guide via the Hartness Library site.
Data Collection
• Pre-survey of students N= 33 (and later….
Faculty N= 16)
– How many already own devices?
– Do they use apps?
– How are they using them?
– Access to Internet
– Demographics
– Familiar with nursing apps?
• Graphs-Lets take a look
Nursing Diagnosis
• Knowledge deficit related to use of technology in
the clinical setting
– The generation gap-is it really true?
• My kids can help me
• Relationship Building
– During the implementation of the devices, it became
clear that our students who have not used technology
quickly learned how and were then teaching the
instructor!
– The one barrier was typing on a small device…..
– What about infection control?
Planning
• By the end of March 2012, 100% of pilot study
nursing students will use MAD in the clinical
setting.
• By the end of March 2012 the majority of pilot
study nursing students will have positive
feedback related to use of MAD in the clinical
setting
Implementation
• Education for faculty, students, involved Hartness Librarian,
embedded Hartness Librarian in courses, Unbound Medicine
presentation
• “It was like Christmas!”
• Pre-Survey
• Device Roll out November 2011 to all Extended Campus PN students
• Introduction of GRASP
• DKA pilot project (simulation)
• Ongoing clinical and classroom use
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Pharmacology
Passing meds in Clinical
Case Studies-Looking up labs, terminology
Linking Concepts-Warfarin, Foods
“I had to use my book because I didn’t have my IPod touch with me, it
took so long!”
Evaluation: follow up survey results
– Overwhelming positive impact on learning
– Overwhelming use of app
– Majority using app several times a day
– No clear preference over purchasing text books
– Downloading App was easy
– Intend to use it after graduation
Comments-so many positive responses
• It is great tool and a good timesaver.
• Was nervous at first with not a lot of technology in my past, but the
I Pod and unbound medicine is very user friendly. Very thankful for
the opportunity to use them and plan to add it to my I Phone at the
end of the school year.
• Its a fabulous resource! I can't imagine performing in the clinical
area without it! it's so much easier than using out of date texts!
• It was wonderful to have the mobile device in my pocket. I use it
several times a day and even at work to look up medications and
side effects.
• I love how portable it makes information! I can easily carry it
anywhere, including the patient's bedside. On several occasions, I
have looked up meds or diseases at the bedside and showed my
patient and talking about the information together. They love it!
Student Comments
• Just filled out the survey. And... I LOVE the ipods and the Nursing Central
Program! I fully plan on buying it when I graduate to have as a resource
and to supplement my learning. The ease of it all is what I love about it. I
also love that I can show stuff to my patients, and then we can talk about
it together. The older patients especially think it's pretty cool. I know that
this technology is widely used amongst healthcare professionals, so to be
able to START our careers with it really gives us an advantage. As more
applications become available, we'll already know how to navigate this
technology and be able to build upon what we know works for us
individually. I'm SO appreciative that you gave us this opportunity and
opened our eyes to such fabulous resources. THANK YOU!
• **side note: Do you know if we will be allowed to use our ipod touch or
iphone with the Nursing Central Program in the ADN year? I kind of can't
imagine not having it now!**
• Amy Nutt
Implications
• Biggest point: Majority of students in pilot indicate
that they want to incorporate it into their practice
• Students developed creative (unanticipated) uses of
this technology and TAUGHT FACULTY
• Many found “apps” to supplement
• Students feel this has enhanced learning 100% across
the board
• Don’t need wifi
• Faculty/staff view
Going Forward
• Faculty and staff buy-in
• Adopting Site License
• Working with ADNs and PNs again next year in
ongoing data collection
Lessons Learned
• Students embraced it
• Students created new uses which they shared
with faculty
• Ethics and integrity in clinical setting or Social
Responsibility
• Faculty need to learn it too!
The Faculty
• All faculty learned about the Pilot during our
Fall retreat
• Pilot faculty received training in the Fall and
implemented use in clinical
• Involved extended conversations via email
• Survey Monkey N=16
Faculty Age Demographic
Do Faculty “Like” their MADs?
What features do faculty like the
most?
120.0%
100.0%
80.0%
60.0%
40.0%
20.0%
0.0%
Accessibility to personal
information at anytime
Portability
Quicker access to clinical
information
No need to purchase paper
copies of reference books
Would faculty like to be able to use
MAD in clinical?
Themes of Faculty email conversations
• Need to integrate with curriculum
• Need for ancillary support (IT, Bookstore,
Financial Aid)
• Need for student training
• Keeping student costs low (APP vs. textbooks)
• Some clinical affiliates do not permit MADs
• Need to develop use policies
Going Forward
• How to roll out this type of project in your
organization
• Shared blessings: amazing group of proactive
professionals who want the best outcomes
• Engaging NCSBN, VONL, AONE, ANA, etc. in
this conversation – it starts with research
• Opportunity for ongoing research:
– survey of affiliating health care organizations
regarding MAD use policies
From one of our Clinical Associates
• The one I see them using the most (other than
unbound medicine) is a Medicine Speak program
which will “say” any medical term so that they know
how to pronounce it. Several students use this. Also
we have used it for assignments for post-clinical
conference. When a student comes by something
interesting I have them use their ipod to do some
research and present in … I find that the difference in
the two clinical years striking. Students are taking the
initiative to look things up because it is literally at their
fingertips. I get more, “guess what I learned” than
“what does this mean” … it is a wonderful change!
Acknowledgements
• PN class of 2012 – Extended Campus
• Leah Matteson, Victoria Wright, Heather
Shelton, Linda Havey - Faculty and Clinical
Associates in the Extended Campus
• Rosemary Distel – Assistant Academic Dean
• Michael Wooden, Rob Fredricksen – IT
• Jane Kearns – Hartness Library
References
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Fox, S. (2011). Pew Internet: Health. Pew Internet and American Life Project ( Online) Report, 2011.
Available: http://www.pewinternet.org/Commentary/2011/November/Pew-Internet-Health.aspx.
NCSBN. (2010). Summary of social networking survey to boards of nursing. Chicago: Author.
NCSBN. (2011). White Paper: A nurse’s guide to the use of social media. Chicago: Author.
Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon Report.
Austin, Texas: The New Media Consortium.
Pew Report on Mobile Health (2010) Available at: http://pewinternet.org/Reports/2010/MobileHealth-2010.aspx
Skiba, D.J. (2007) Faculty 2.0: flipping the novice to expert continuum. Available:
http://www.redorbit.com/news/education/1192486/faculty_20_flipping_the_novice_to_expert_co
ntinuum/
Skiba, D. J. (2007). Nursing education 2.0: YouTube ™. Nursing Education Perspectives,
28, 100.
Skiba, D.J., Connors, H.R., & Jeffries, P.R. (2008). Information technology and the transformation of
nursing education. Nursing Outlook, 56(5), 225-230.
Wesch, M. (2008). A vision of students today (&what teachers must do). Encycolpaedia Britannica
BLOG . Available: http://www.britannica.com/blogs/2008/10/a-vision-of-students-today-whatteachers-must-do/