A MOBILE LEARNING ENACTMENT SOLUTION TO EXPLORE THE INTEGRATION OF THEORY AND CLINICAL PRACTICE WITHIN AN UNDERGRADUATE NURSING PROGRAM

J. Willemse

University of the Western Cape (SOUTH AFRICA)
Background:
Mobile phones have become ubiquitous and established itself in popularity in the delivery of health care interventions with the extensive proliferation in technical capabilities, including the provision of health education. This paper systematically describes the enactment process of a mobile learning solution implemented to explore the integration of theory and clinical practice in a primary health care module in an undergraduate nursing program at a university in the Western Cape Province. The study was aimed to provide students and educators with an authentic and flexible learning environment using theories of learning by adopting a learner-centred teaching and learning approach.

Objective:
To explore a mobile learning enactment solution to integrate theory and clinical practice in an undergraduate nursing program.

Method: Descriptive qualitative data was collected through electronic reflections, focus group sessions and individual interviews with students and educators. Data analysis was done using Tesch’s (1990) steps of analysis to complete the thematic analysis of the data collected from data collected.

Results:
The emerging findings included the following principles that will guide the enactment:

Conclusion:
The mobile learning enactment explored the integration of theory and clinical practice including the experiences of students and educators with the mobile devices, learning materials and the online platform. The application of effective pedagogical support and scaffolding was explored during the process of knowledge construction in a social constructivist learning environment.