Returning pedagogy to field practice through mobile technology
Park, Caroline L.
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Our Technology Enhanced Health Practice Education Research in the Faculty of Health Disciplines at Athabasca University has several studies underway relating to the use of mobile technology (smart phones) in the clinical education arena. For this presentation I propose to explain our theoretical model, the Mobile Enhanced Practice Education model (MEPE), a diagram of where mobile interaction by faculty members would best augment clinical instruction by preceptors and clinical staff. We believe that mobile technology can be an “umbilical cord” if you will, between faculty and students in the field. We envision it as a return of pedagogical values to a field that we no longer occupy. As well, I will share the data and analysis of two studies undertaken to test parts of the model. The first is a questionnaire, (two sets of data available) asking students and faculty for their perception of the types of information that they would like to share with each other via mobile technology. The second is an actual pilot of student and faculty texting when the student is in the clinical arena with a preceptor and the faculty is back at their office. Previous research with handheld computers (iPAQs) led us to understand that students prefer texting to voice communication with their faculty, unless the faculty has left a voice message asking for a response. We attribute this both to the current mobile culture and to the desire not to interrupt. Faculty as well were very cautious about not interrupting the students in their practice. The asynchronous nature of texting has a place in field work education. These studies demonstrate that “the ubiquity of smart mobile devices have(s) shifted the teaching and learning landscape and the way we think about what constitutes learning environments”. Learn how the Technology Enhanced Health Practice Education Research team in the Faculty of Health Disciplines at Athabasca University is studying smart phone technology as way to bring pedagogy back to the “bedside” for students doing field work in clinical nursing education. Our data about student and teacher perceptions of appropriate information to share via mobile technology and our practice trail with teacher-student texting will encourage brain storming and dialogue about how to proceed in this field of study.