Exploring Factors of Mobile Device Adoption in Nursing Education.

The world has seen an explosion in mobile device technology over the past decade, in addition to the impact that COVID-19 has placed on nursing education programs. More specifically, mobile devices have afforded users with endless possibilities. This upsurge in mobile technology has altered the way people use and interact with their device. One such example is how these devices are being utilized for the purposes of learning due to social distancing guidelines. Thus, it becomes important to explore and understand those factors that will influence the use of mobile devices for learning. The purpose of this study was to explore variables that might influence the adoption of mobile devices among nursing faculty. The Unified Theory of Acceptance and Use of Technology served as the theoretical basis for this study and guiding framework. An exploratory quantitative survey research design was utilized to explore specific variables and their impact on mobile device adoption among participants. It was found that 85%, six of the seven research variables were statistically significant predictors of mobile device adoption. Mobile devices have the potential to leverage a wealth of resources for both users and faculty. Therefore, recommendations for developing increased use of mobile device technology for teaching and learning will be suggested.

Student and Faculty Experiences in the Flipped Learning Environment in Undergraduate Nursing.

AIM: The aim of the study was to describe student and faculty experiences in the flipped learning environment. BACKGROUND: Studies of flipped instruction in science, technology, engineering, and mathematics reveal improvements in student performance. There is limited research related to student and faculty experiences in the learning environment. METHOD: This study utilized a multiple-case study research design with two undergraduate nursing courses at two institutions. RESULTS: Student participants in Case A felt the implementation of flipped learning reflected the pillars of flipped learning more than Case B participants. The strategies used to implement flipped learning in the two cases were different as were student experiences. CONCLUSION: Three conclusions resulted from the study: flipped learning results in a shift in the student role that requires additional instructor support, instructors would benefit from guidance in the form of best practices, and nurse educators can use flipped learning to better meet the learning needs of their students.