TECHNOLOGY TO SUPPORT NURSING AND MIDWIFERY

SERVICE LEARNING

Di Susun Oleh:
EKA SEPTIANINGRUM 1910102049
NURHIDAYA FITRIA 1910102050
RIA HARNITA SARI 1910102051
SUMARNI 1910102052

PROGRAM STUDI MAGISTER ILMU KEBIDANAN

FAKULTAS ILMU KESEHATAN
UNIVERSITAS ‘AISYIYAH
YOGYAKARTA
2019
 Technology to support nursing and midwifery service learning
1. What is mobile learning ? learning that is enhanced by the use of mobile
devices that facilitate interactions and cooperation
between teachers, learners, and peers (Brown and
McCrorie, 2015)
Mobile phone technology has developed in a
relatively short time frame. From the inception
of the telephone to the present day, telephones
have progressed beyond the recognition of the
early stakeholders. Smartphones and the apps
that can be used on them have become the
modern communication tool of choice for
many. Clough et al. (2007) concluded that
handheld referencing technology such as
smartphones have now become part of
everyday life, and learners are using handheld
referencing technology to learn in an informal
way (McNally et al., 2017)
A mobile smartdevice is not only portable but
also has multiuse features and a web portal
supporting ubiquitous computing properties.
Two examples of smart devices: the smart
phone and the tablet are gaining in popularity.
The first smartphone was introduced in 2002
and the tablet; which is essentially a mobile
personal computer (PC), emerged in the health
arena around 2004. The iPad with its smart
device features is becoming the tablet of
choice for many and is increasingly used in
higher education and health (Mackay et al.,
2017)

2. Technology for the use ? In the literature, academics in schools of nursing

and midwifery currently need to look to other
examples of the implementation of handheld
devices in health, health curricula, and the broader
mobile technology literature in order to ensure
their students’ experiences are enriched by the
available technology (Brown and McCrorie, 2015)
Along with mobile smart devices is a growing
pool of smart applications with a plethora
available to nurses and others working in health.
In nursing, smart device applicationscan be used
effectively in the clinical learning environment for
a variety of purposes including: the teaching of
drug calculations,retrieving medication
information guides to the interpretation of
laboratory result, and guiding nursing management
decision. As noted by Transgenstein ( 2008) there
have been efforts by nurse educators to
incorporate them into their repertoire of teaching

3 Technical support for technology ?
4 What the opportunity to have
unprecendeted acces ?
5 What is the main risk about technology
use as ?
6 How about prespective the technology use
as ?
7 Prespective student about technology use
as ?
8 What is pragmatist view of developing ?
methods, however, the challenge has been to learn
to use them and appropriately use them to their
fullest capability. (Mackay et al., 2017)
The use of iPads was initially incorporated into the
curricula of three clinical practice units (two in
nursing and onein midwifery) specifically linked
to simulated clinical skills learning outcomes
(Brown and McCrorie, 2015)
Essential to ensure the mobile device is ready for
use, applications are promptly updated, and the
iPad is utilized to its full capability (Brown and
McCrorie, 2015)
access to patient information, clinical care
documents, and evidence to informtheir care
decisions (Brown and McCrorie, 2015)
the loss of the device, unauthorised
access of dedicated Wi Fi networks, apps
containing viruses or other malware, remote data
storage use and using public access WiFi
(McNally et al., 2017)
expressed a wish to employ the very best
technology possible to improve nursing practice.
However, nurse managers expressed concern
regarding the dangers surrounding unregulated
nature of personally owned handheld referencing
technology, and in particular smartphones
(McNally et al., 2017)
the student experience of utilising tablet devices to
perform learning tasks in the classroom and
beyond was evaluated. This project piloted a
process for embedding digital literacies into
curriculum-delivery by utilising activity-based,
technology-enhanced learning designs. The
majority of students enjoyed working
collaboratively and recognised that they learn
better when engaging in activity-based learning
(Evangelinos and Holley, 2016)
digital practices in education in a way that is
conducive to learning, but also realistic in what is
expected in the discipline. From a curriculum
enhancement perspective the generic nature of the
framework allows for the customisation of the
examples to express digital literacy in terms that
are relevant and familiar to the discipline
(Evangelinos and Holley, 2016)
 DAFTAR PUSTAKA

Brown, J., McCrorie, P., 2015. The iPad: Tablet Technology to Support Nursing and Midwifery
Student LearningAn Evaluation in Practice. CIN: Computers, Informatics, Nursing 33, 93–98.

Evangelinos, G., Holley, D., 2016. Investigating the Digital Literacy Needs of Healthcare Students
when using Mobile Tablet Devices. ICST Trans. e-Education e-Learning 3, e8.

Mackay, B.J., Anderson, J., Harding, T., 2017. Mobile technology in clinical teaching. Nurse
Education in Practice 22, 1–6. https://doi.org/10.1016/j.nepr.2016.11.001

McNally, G., Frey, R., Crossan, M., 2017. Nurse manager and student nurse perceptions of the use of
personal smartphones or tablets and the adjunct applications, as an educational tool in clinical
settings. Nurse Education in Practice 23, 1–7. https://doi.org/10.1016/j.nepr.2016.12.004