Next Article in Journal
Evaluation of the Omaha System Prototype Icons for Global Health Literacy
Next Article in Special Issue
digiMe: An Online Portal to Support Connectivity through E-Learning in Medical Education
Previous Article in Journal
Visual Analysis of Relationships between Heterogeneous Networks and Texts: An Application on the IEEE VIS Publication Dataset
Previous Article in Special Issue
Identifying Opportunities to Integrate Digital Professionalism into Curriculum: A Comparison of Social Media Use by Health Profession Students at an Australian University in 2013 and 2016
Article Menu

Export Article

Open AccessFeature PaperArticle
Informatics 2017, 4(2), 12; doi:10.3390/informatics4020012

Modelling Digital Knowledge Transfer: Nurse Supervisors Transforming Learning at Point of Care to Advance Nursing Practice

1
School of Health Sciences, Faculty of Health, University of Tasmania, Launceston Campus, 7250 Tasmania, Australia
2
School of Health Sciences, Faculty of Health, University of Tasmania, Hobart Campus, 7000 Tasmania, Australia
*
Author to whom correspondence should be addressed.
Academic Editor: Antony Bryant
Received: 15 March 2017 / Revised: 4 May 2017 / Accepted: 16 May 2017 / Published: 18 May 2017
(This article belongs to the Special Issue Social Media and Mobile Technologies for Healthcare Education)
View Full-Text   |   Download PDF [210 KB, uploaded 18 May 2017]   |  

Abstract

Limited adoption of mobile technology for informal learning and continuing professional development within Australian healthcare environments has been explained primarily as an issue of insufficient digital and ehealth literacy of healthcare professionals. This study explores nurse supervisors’ use of mobile technology for informal learning and continuing professional development both for their own professional practice, and in their role in modelling digital knowledge transfer, by facilitating the learning and teaching of nursing students in the workplace. A convenience sample of 27 nurse supervisors involved with guiding and supporting undergraduate nurses participated in one of six focus groups held in two states of Australia. Expanding knowledge emerged as the key theme of importance to this group of clinicians. Although nurse supervisors regularly browsed Internet sources for learning and teaching purposes, a mixed understanding of the mobile learning activities that could be included as informal learning or part of formal continuing professional development was detected. Participants need educational preparation and access to mobile learning opportunities to improve and maintain their digital and ehealth literacy to appropriately model digital professionalism with students. Implementation of mobile learning at point of care to enable digital knowledge transfer, augment informal learning for students and patients, and support continuing professional development opportunities is necessary. Embedding digital and ehealth literacy within nursing curricula will promote mobile learning as a legitimate nursing function and advance nursing practice. View Full-Text
Keywords: access; continuing professional development; digital literacy; digital knowledge; digital professionalism; ehealth literacy; informal learning; mobile learning; nursing access; continuing professional development; digital literacy; digital knowledge; digital professionalism; ehealth literacy; informal learning; mobile learning; nursing
Figures

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

Scifeed alert for new publications

Never miss any articles matching your research from any publisher
  • Get alerts for new papers matching your research
  • Find out the new papers from selected authors
  • Updated daily for 49'000+ journals and 6000+ publishers
  • Define your Scifeed now

SciFeed Share & Cite This Article

MDPI and ACS Style

Mather, C.; Cummings, E. Modelling Digital Knowledge Transfer: Nurse Supervisors Transforming Learning at Point of Care to Advance Nursing Practice. Informatics 2017, 4, 12.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Informatics EISSN 2227-9709 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top