Using mobile devices in the Bachelor of Nursing Sciences blended program at University of Nairobi : student perceptions and experiences
Date
2018-12
Authors
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Publisher
Stellenbosch : Stellenbosch University
Abstract
ENGLISH SUMMARY: Since independence, achieving universal and quality healthcare has remained a challenge in Kenya. One factor is the lack of availability of health personnel in the rural areas. The University of Nairobi has launched an e-based Bachelor of Nursing degree. The program consists of two weeks of face to face sessions with the rest of the term spent at the rural facilities. The students have been using either CD or a fixed desktop computer. Due to complaints by students, the program organizers initiated a pilot using tablets as a mobile device to deliver content and support to students. The importance of mobile learning (m-learning) has grown in nursing education and practice. This study seeks to establish the students’ perception of the utility of devices used for m-learning in the e-BSN program at the University of Nairobi. Findings may be useful for those intending to pilot similar applications in remote and resource poor areas common in rural Africa. Objectives: The purpose of the study was to determine the students’ perceptions of utility of devices used for m-learning in the e-BSN program covering both social and technical issues associated with m-learning system and the overall effect of using mobile devices during the training in nursing practice at the University of Nairobi. Setting and Methods: This was a cross sectional study with two components. The first component was a quantitative arm based on a questionnaire administered to the e-BSN students. The second arm was a qualitative component which involved in-depth interviews with the students. A combined purposive and random sampling procedure was used to identify participants in community placements. Quantitative results from the questionnaire were analyzed to provide descriptive statistics describing student perspective on the utility of devices used for m-learning in the e-BSN program at the University of Nairobi to support learning. Qualitative data from the focus groups discussions were coded and grouped into networks or themes to clarify why the students responded as they did.
Results: Creating communities of practice is integral in adult learning. It happens in diverse ways during the learning sessions. The finding showed students achieved high levels of course learning, developed a strong course community, interacted extensively and had high overall levels of satisfaction using online social networks. Involvement in a physical class created an important contextualization for students to understand, and thereafter, recall information confirming their preference of adult learning. Nonetheless, there is a mismatch between what program developers may desire and what actually happens during the implementation of the program. The mismatch may be attributed to human and structural limitations as observed in this study. Conclusions: From the evaluation of the Student-Student transactions, it is clear that the social media WhatsApp has been important for engagement among students. Although the lecturers are exposed to technology, they appear not to have integrated use of mobile devices sufficiently in class. Further research should map out the nature and determinants of multiple engagements using the social networks and relationship with learning. There is need to improve faculty appreciation of the role the devices play in day to day communication between students and how faculty and administration of the course may exploit the mobile devices.
AFRIKAANSE OPSOMMING: AFRIKAANSE OPSOMMING: Geen opsomming beskikbaar.
AFRIKAANSE OPSOMMING: AFRIKAANSE OPSOMMING: Geen opsomming beskikbaar.
Description
Thesis (MPhil)--Stellenbosch University, 2018.
Keywords
Nursing -- Data processing -- Kenya, Information storage and retrieval systems -- Nursing -- Kenya, Mobile communication systems in education, Distance education -- Kenya, UCTD