Professional Experience Placement

This study by Beauregard, Arnaert and Ponzoni (2017) explored nursing students’ perceptions of using a smartphone while placed in the Canadian community for work integrated learning.  The authors provide a brief overview of ubiquity of smartphone access and its potential use for seeking and retrieving information to aid in clinical decision-making. The authors indicated that use of mobile devices across settings is variable and little is known about community settings. It is valuable to understand student perceptions of using mobile technologies while placed in the community.

Eight students participated.  Data was collected by a 45-60 minute interview. Community settings varied as volunteers were placed at a range of settings including a school, homeless shelter, home or primary care and outpatients clinics.

Beauregard and colleagues (2017) reported that students needed to adapt their behaviour depending on perceptions of acceptability on whether they chose to use their smartphone or not.  Students found there were non-supportive  environments that impacted on whether they chose to use their smartphone or not. Students indicated  they had a fear of potential negative evaluation if they used their phones for work purposes.  Much of this stemmed from outdated policies that precluded use of mobile devices.  These policies included academic perceptions at the University, organisation policy and with individual staff with whom they worked. Students commented it was a deficit-driven model, where the ‘worst’ was assumed , rather than recognise that in contemporary nursing practice, professional use of the device for work-related purposes was possible. Students also indicated that the potential of using smartphones in clinical environments was underutilised. Students also indicated there were positive environments where they could access information in real-time as required. Students indicated their professionalism was not under constant scrutiny and the opportunities to learn were expanded. Students perceived access to their devices improved communication and patient outcomes.

The inconsistency of access and use of mobile devices and lack of clarity around policy to guide their use was confusing for students.  They perceived they were ‘stuck in the middle’ as students indicated they felt they were under constant scrutiny about their professionalism and trustworthiness to use a smartphone for work-related purposes.  The constant need for disclosure was stated as a ‘burden’.  Students suggested that training in the use of smartphones should occur before they go into practice. Access and use of mobile devices will require a cultural shift in nursing practice to enable it to be used.  The authors conclude further studies could clarify the role and use of these devices in clinical settings.

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