Using Mobile Learning to Enhance the Quality of Nursing Practice Education

In this chapter, we first review the research literature pertaining to the use of mobile devices in nursing education and assess the potential of mobile learning (m-learning) for nursing practice education experiences in rural higher education settings. While there are a number of definitions of m-learning, we adopted Koole’s (2005) FRAME model, which describes it as a process resulting from the convergence of mobile technologies, human learning capacities, and social interaction, and use it as a framework to assess this literature. Second, we report on the results of one-on-one trials conducted during the first stage of a two stage, exploratory evaluation study of a project to integrate mobile learning into the Bachelor of Science Nursing curriculum in a Western Canadian college program. Fourth year Nursing students and instructors used Hewlett Packard iPAQ PDAs for a two week period around campus and the local community. The iPAQs provided both WiFi and GPRS wireless capability and were loaded with selected software, including MS Office Mobile, nursing decision-making and drug reference programs. Our participants reported on a variety of benefits and barriers to the use of these devices in nursing practice education

Using mobile computing for construction site information management

PhD ThesisIn recent years, construction information management has greatly benefited from advancesin Information and Communication Technology (ICT) increasing the speed of information flow, enhancing the efficiency and effectiveness of information communication, and reducing the cost of information transfer. Current ICT support has been extended to construction site offices. However, construction projects typically take place in the field where construction personnel have difficulty in gaining access to conventional information systems for their information requirements. The advances in affordable mobile devices, increases in wireless network transfer speeds and enhancements in mobile application performance, give mobile computing a powerful potential to improve on-site construction information management. This research project aims to explore how mobile computing can be implemented to manage information on construction sites through the development of a framework. Various research methods and strategies were adopted to achieve the defined aim of this research. These methods include an extensive literature review in both areas of construction information management and mobile computing; case studies that investigate construction information management on construction sites; a web-based survey for the investigation of the existing mechanism for on-site information retrieval and transfer; and a case study of the validation of the framework. Based on the results obtained from the literature review, case studies and the survey,the developed framework identifies the primary factors that influence the implementation of mobile computing in construction site information management, and the inter relationships between those factors. Each of these primary factors is further divided into sub-factors that describe the detailed features of relevant primary factors. In order to explore links between sub-factors, the top-level framework is broken down into different sub-frameworks, each of which presents the specific links between two primary factors. One of the applications for the developed framework is the selection of a mobile computing strategy for managing on-site construction information. The overall selection procedure has three major steps: the definition of on-site information management objectives; the identification of mobile computing strategy; and the selection of appropriate mobile computing technologies. The evaluation and validity of the selection procedure is demonstrated through an illustrative constructions cenario

The Development of eServices in an Enlarged EU:eGovernment and eHealth in Cyprus

In 2005, IPTS launched a project which aimed to assess the developments in eGoverment, eHealth and eLearning in the 10 New Member States at national, and at cross-country level. At that time, the 10 New Member States were Cyprus, the Czech Republic, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, and Slovakia. A report for each country was produced, describing its government and health systems and the role played by eGovernment and eHealth within these systems. Each report then analyzes, on the basis of desk research and expert interviews, the major achievements, shortcomings, drivers and barriers in the development of eGovernment and eHealth in one of the countries in question. This analysis provides the basis for the identification and discussion of national policy options to address the major challenges and to suggest R&D issues relevant to the needs of each country, in this case, Cyprus. In addition to national monographs, the project has delivered a synthesis report, which offers an integrated view of the developments of each application domain in the New Member States. Furthermore, a prospective report looking across and beyond the development of the eGoverment, eHealth and eLearning areas has been developed to summarize policy challenges and options for the development of eServices and the Information Society towards the goals of Lisbon and i2010.JRC.J.4-Information Societ

Grid computing as an integrating force in virtual enterprises

Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 2003.Includes bibliographical references (leaves 78-80).by Hongfei Tian.M.Eng

Aeronautical Engineering: A Continuing Bibliography With Indexes

This supplemental issue of Aeronautical Engineering lists reports, articles, and other documents recently announced in the NASA STI Database. The coverage includes documents on the engineering and theoretical aspects of design, construction, evaluation, testing, operation, and performance of aircraft (including aircraft engines) and associated components, equipment, and systems. It also includes research and development in aerodynamics, aeronautics, and ground support equipment for aeronautical vehicles. Each entry in the publication consists of a standard bibliographic citation accompanied, in most cases, by an abstract. The NASA CASI price code table, addresses of organizations, and document availability information are included before the abstract section. Two indexes - subject and author are included after the abstract section

Effective patient–clinician interaction to improve treatment outcomes for patients with psychosis: a mixed-methods design

BACKGROUND:At least 100,000 patients with schizophrenia receive care from community mental health teams (CMHTs) in England. These patients have regular meetings with clinicians, who assess them, engage them in treatment and co-ordinate care. As these routine meetings are not commonly guided by research evidence, a new intervention, DIALOG, was previously designed to structure consultations. Using a hand-held computer, clinicians asked patients to rate their satisfaction with eight life domains and three treatment aspects, and to indicate whether or not additional help was needed in each area, with responses being graphically displayed and compared with previous ratings. In a European multicentre trial, the intervention improved patients’ quality of life over a 1-year period. The current programme builds on this research by further developing DIALOG in the UK. RESEARCH QUESTIONS:(1) How can the practical procedure of the intervention be improved, including the software used and the design of the user interface? (2) How can elements of resource-oriented interventions be incorporated into a clinician manual and training programme for a new, more extensive ‘DIALOG+’ intervention? (3) How effective and cost-effective is the new DIALOG+ intervention in improving treatment outcomes for patients with schizophrenia or a related disorder? (4) What are the views of patients and clinicians regarding the new DIALOG+ intervention? METHODS:We produced new software on a tablet computer for CMHTs in the NHS, informed by analysis of videos of DIALOG sessions from the original trial and six focus groups with 18 patients with psychosis. We developed the new ‘DIALOG+’ intervention in consultation with experts, incorporating principles of solution-focused therapy when responding to patients’ ratings and specifying the procedure in a manual and training programme for clinicians. We conducted an exploratory cluster randomised controlled trial with 49 clinicians and 179 patients with psychosis in East London NHS Foundation Trust, comparing DIALOG+ with an active control. Clinicians working as care co-ordinators in CMHTs (along with their patients) were cluster randomised 1 : 1 to either DIALOG+ or treatment as usual plus an active control, to prevent contamination. Intervention and control were to be administered monthly for 6 months, with data collected at baseline and at 3, 6 and 12 months following randomisation. The primary outcome was subjective quality of life as measured on the Manchester Short Assessment of Quality of Life; secondary outcomes were also measured. We also established the cost-effectiveness of the DIALOG intervention using data from the Client Service Receipt Inventory, which records patients’ retrospective reports of using health- and social-care services, including hospital services, outpatient services and medication, in the 3 months prior to each time point. Data were supplemented by the clinical notes in patients’ medical records to improve accuracy. We conducted an exploratory thematic analysis of 16 video-recorded DIALOG+ sessions and measured adherence in these videos using a specially developed adherence scale. We conducted focus groups with patients (n = 19) and clinicians (n = 19) about their experiences of the intervention, and conducted thematic analyses. We disseminated the findings and made the application (app), manual and training freely available, as well as producing a protocol for a definitive trial. RESULTS:Patients receiving the new intervention showed more favourable quality of life in the DIALOG+ group after 3 months (effect size: Cohen’s d = 0.34), after 6 months (Cohen’s d = 0.29) and after 12 months (Cohen’s d = 0.34). An analysis of video-recorded DIALOG+ sessions showed inconsistent implementation, with adherence to the intervention being a little over half of the possible score. Patients and clinicians from the DIALOG+ arm of the trial reported many positive experiences with the intervention, including better self-expression and improved efficiency of meetings. Difficulties reported with the intervention were addressed by further refining the DIALOG+ manual and training. Cost-effectiveness analyses found a 72% likelihood that the intervention both improved outcomes and saved costs. LIMITATIONS:The research was conducted solely in urban east London, meaning that the results may not be broadly generalisable to other settings. CONCLUSIONS:(1) Although services might consider adopting DIALOG+ based on the existing evidence, a definitive trial appears warranted; (2) applying DIALOG+ to patient groups with other mental disorders may be considered, and to groups with physical health problems; (3) a more flexible use with variable intervals might help to make the intervention even more acceptable and effective; (4) more process evaluation is required to identify what mechanisms precisely are involved in the improvements seen in the intervention group in the trial; and (5) what appears to make DIALOG+ effective is that it is not a separate treatment and not a technology that is administered by a specialist; rather, it changes and utilises the existing therapeutic relationship between patients and clinicians in CMHTs to initiate positive change, helping the patients to improve their quality of life. FUTURE RESEARCH:Future studies should include a definitive trial on DIALOG+ and test the effectiveness of the intervention with other populations, such as people with depression. TRIAL REGISTRATION:Current Controlled Trials ISRCTN34757603. FUNDING:The National Institute for Health Research Programme Grants for Applied Research programme

Proceedings of Therapeutic Strategies A Challenge for User Involvement in Design Workshop in conjunction with NORDICHI 2010 17. October 2010, Reykjavik, Iceland

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Mobile learning in higher education: a glimpse and a comparison of student and faculty readiness, attitudes and perceptions

Through the advancement of mobile technology and their increasing affordability, mobile devices have transformed from a means of communication to tools for socialization, entertainment, work, and learning. The purpose of this mixed-methods study was to investigate how undergraduate students are using mobile devices for learning both inside and outside the classroom and how actual student use compares to faculty perceptions of student use. Faculty and student perceptions regarding the impact that the use of mobile devices would have on student learning, participation and engagement were also examined. Finally, the study explored the potential for adoption of mobile device use in the classroom. Data were collected through a survey administered to university faculty and undergraduate students and through interviews conducted with representative samples from both groups. Results suggest that faculty perceptions about student use do not match actual student use of mobile devices. While faculty believe students are primarily using mobile devices to socialize, students report that they are performing a wide variety of educational tasks. Although some instructors ban the use of mobile devices in the classroom and prefer mobile learning to remain outside the classroom, students believe that a more formal use both inside and outside the classroom could be beneficial. Students seem more ready to adopt the use of mobile devices for learning while faculty are concerned that devices may be distracting and limiting

Dependability and acceptability of handheld computers in school-based data collection

Given the increasing influence of technology and the explosion in data collection demands, the acceptance and assimilation of new paradigms and technologies require today’s educators, researchers, and evaluators to select appropriate tools and apply them effectively. One of these technologies—handheld computers—makes the benefits of computerized data collection more accessible to field-based researchers. Three related studies were conducted to evaluate handheld-based data collection system for use in special education settings and to highlight the acceptability factors to effectively use this emerging technology. The first study reviewed the recent literature on the dependability and willingness of teachers to adopt handheld data collection systems and emphasized five important factors: (1) perceived ease of use; (2) perceived usefulness; (3) intention to use; (4) dependability; and (5) subjective norms. The second study discussed the dependability of handheld computers used by special education teachers for collecting self-report data by addressing four dependability attributes: reliability, maintainability, availability, and safety. Data were collected from five sources: (1) self-reports of time use by 19 special education teachers using Pocket PC computers, (2) observations of time use from eight external data collectors, (3) teacher interviews, (4) technical reports prepared by the researcher, and (5) teacher satisfaction. Results indicated that data collection via handheld computers yielded accurate, complete, and timely data, and was appropriate for these four dependability attributes. The last study investigated teachers’ acceptance of handheld computer use by testing the relationship among five factors that influence intention to use this technology which was based on a modified version of the technology acceptance model using the handheld computer acceptance survey responses from 45 special education teachers. The results showed that intention to use handheld computer was directly affected by the devices’ perceived usefulness and perceived ease of use. The issue of dependability had a direct and indirect statistically significant effect on perceived ease of use and usefulness, and intention to use a handheld computer, respectively. Overall, three studies demonstrated that handheld computers can be effectively used in the direct observation of behavior in a school environment, without requirements of any settings

Reinterpreting mobile learning : an activity theoretic analysis of the use of portable devices in higher education

Although there is growing interest in investigating mobile learning, it is not well conceptualised. This thesis investigates the concept of 'mobile learning' by exploring students' routine learning activities mediated by the use of tools and taking place in mUltiple contexts. The exploration does not focus on what and whether students are learning; rather, it focuses on how they use tools to accomplish learning practices. This involves exploring the relationship between context and learning practices.\ud This thesis draws on three case studies that examined the use of portable devices in two Institutions of Higher Education with different contexts: traditional learning and portable technology assisted learning. The methodology used in the studies focused on collecting data that reflects on students' actual utilisation of portable devices and the continuity of that in different contexts (formal and informal) using observations and log files collected from students' portables. In addition, it considered triangulating students' self reports collected through questionnaires and interviews. Moreover, the methodology aimed at capturing the context of learning activities to consider and understand the relationship between context and learning activities. The empirical data was analysed using the concepts of activity theory (Engestrom, 1987) and a theory of mobile learning (Sharples et a1., 2007c).\ud The research led to presenting a conceptualisation of mobile learning using activity theory based on the concept of context-crossing. Context is embodied as the physical as well as the social features of the learning activities which also influences and is influenced by learning activities. The study also found that both new and old portable devices are important for students engaged in mobile learning, however, new portable technologies enable students to practise learning activities and create contexts that students using conventional devices could not do or create. \u