Lived experiences of nursing students about ethical concerns of using mobile learning in educational and clinical contexts
The field of education has experienced a profound change following the introduction of mobile technology over the last decades, and nursing education is not an exception. This study explored the experiences of nursing students about the ethical concerns regarding the use of mobile devices for learning purposes, that is, mobile learning, in educational and clinical contexts. A qualitative phenomenological study was carried out on nursing students (n = 19) in Saveh University of Medical Sciences of Iran between December 2017 and April 2018. Data
were collected through semi-structured interviews with openended questions. Data analysis was done using Colaizzi’s 7-step method, revealing four the mes and nine sub-themes including: 1) preserving professional dignity (in front of the patient, and the teacher, and preserving academic virtual identity); 2) securing
informed consent and respecting personal (the patient’s and teachers) autonomy; 3) proper and efficient use (observing the regulations and codes, and making educational use); and 4) avoiding harm (responsible use of class and patient data). It was revealed that using mobile technology in education could raise ethical concerns for nursing students, and this should be emphasized in nursing educational programs.
Yao-Ting S, Kuo-En C, Tzu-Chien L. The effects of integrating mobile devices with teaching and learning on students' learning performance: a meta-analysis and research synthesis. Computer & Education. 2016; 94:252-75.
Mughal NA, Atkins ER, Morrow D, Al-Jundi W. Smartphone learning as an adjunct to vascular teaching - a pilot project. BMC Med Educ. 2018; 18(1):37.
Shohel MMC, Power T. Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives. Open Learning: The Journal of Open and Distance Learning. 2010; 25(3): 201–15.
Al-Jundi W, Kayssi A, Papia G, Dueck A. Smart(phone) learning experience among vascular trainees using a response system application. J Surg Educ. 2017; 74(4): 638-43.
Sievertsen N, Carreira EM. Apoc social: a mobile interactive and social learning platform for collaborative solving of advanced problems in organic chemistry. Chimia (Aarau). 2018; 72(1):43-7.
Gezgin DM, Adnan M, Acar Guvendir M. Mobile learning according to students of computer engineering and computer education: a comparison of attitudes. Turkish Online Journal of Distance Education-TOJDE. 2018; 19(1):4-17.
Lee LA, Wang SL, Chao YP, et al. Mobile technology in e-learning for undergraduate medical education on emergent otorhinolaryngology-head and neck surgery disorders: pilot randomized controlled trial. JMIR Med Educ. 2018; 4(1):e8. doi: 10.2196/mededu.9237.
Nerminathan A, Harrison A, Phelps M, Alexander S, Scott KM. Doctors' use of mobile devices in the clinical setting: a mixed methods study. Intern Med J. 2017; 47(3): 291-8.
Koohestani HR, Arabshahi SKS, Ahmadi F. The paradox of acceptance and rejection: the perception of healthcare professional students about mobile learning acceptance in Iran University of Medical Sciences. QRE. 2018; 7(2):144-69.
Liaw SS, Huang HM. How factors of personal attitudes and learning environments affect gender difference toward mobile learning acceptance. International Review of Research in Open and Distributed Learning. 2015; 16(4): 104-32.
Ozdamli F, Uzunboylu H. M‐learning adequacy and perceptions of students and teachers in secondary schools. BJET. 2015; 46(1):159-72.
Koohestani HR, Soltani Arabshahi SK, Fata L, Ahmadi F. The educational effects of mobile learning on students of medical sciences: A systematic review in experimental studies. J Adv Med Educ Prof. 2018; 6(2): 58-69.
Liu RF, Wang FY, Yen H, Sun PL, Yang CH. A new mobile learning module using smartphone wallpapers in identification of medical fungi for medical students and residents. Int J Dermatol. 2018; 57(4): 458-62.
Gallegos C, Nakashima H. Mobile Devices: a distraction, or a useful tool to engage nursing students? J Nurs Educ. 2018; 57(3):170-3.
Skiba DJ. Emerging technologies center. Nurs Educ Perspect. 2004; 25(5):260.
Wishart J. Ethical considerations in the incorporation of mobile and ubiquitous technologies into teaching and learning in educational contexts. In: Yu S, Ally M, Tsinakos A, eds. Mobile and Ubiquitous Learning. Berlin: Springer; 2018, p. 81-93.
Guba EG. Criteria for assessing the trustworthiness of naturalistic inquiries. ET R&D. 1981; 29: 75.
Colaizzi PF. Psychological research as the phenomenologist views it In: Valle RS, King M. Existential– Phenomenological Alternatives for Psychology. UK: Oxford University Press; 1978, p. 48-71.
Dyson LE, Andrews T, Smyth R, Wallace R. Toward a Holistic Framework for Ethical Mobile In: Berge ZL, Muilenburg L, eds. Handbook of Mobile Learning. Abingdon: Routledge; 2013, p. 405-16.
Xiao Q, Zhang Q, Wang L, Wang Y, Sun L, Wu Y. Mobile Learning in Nursing Undergraduates in China: Current Status, Attitudes and Barriers. Stud Health Technol Inform. 2017; 245:1314.
Iqbal S, Qureshi IA. M-learning adoption: A perspective from a developing country. IRRODL. 2012; 13(3):147-64.
Yoo IY, Lee YM. The effects of mobile applications in cardiopulmonary assessment education. Nurse Educ Today. 2015; 35(2):e19-23.
Bullock A. Does technology help doctors to access, use and share knowledge? Med Educ. 2014; 48(1): 28-33.
Baghcheghi N, Koohestani HR. Placebo use in clinical practice by nurses in an Iranian teaching hospital. Nurs Ethics. 2011; 18(3): 364-73.
Aubusson P, Schuck S, Burden K. Mobile learning for teacher professional learning: benefits, obstacles and issues. ALT-J, Research in Learning Technology. 2009; 17(3): 233-47.
Copyright (c) 2019 Journal of Medical Ethics and History of Medicine
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.