Using mobile phones and social media to facilitate education and support for rural-based midwives in South Africa.
Using mobile phones and social media to facilitate education and support for rural-based midwives in South Africa.
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DOI：
10.4102/curationis.v38i2.1500
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发表时间：
2015-12-14
期刊：
影响因子：
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通讯作者：
Gröhbiel U
中科院分区：
文献类型：
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作者：
Chipps J;Pimmer C;Brysiewicz P;Walters F;Linxen S;Ndebele T;Gröhbiel U
实证研究表明，移动的手机作为有效的教育工具，以支持护理专业的学习，主要是在高收入国家的价值。移动的电话技术在非洲迅速普及，使人们希望这些工具在资源匮乏的情况下同样有效，特别是在实现与健康有关的千年发展目标方面。本研究的目的是调查的看法和使用移动的手机作为教育和专业工具的护士在低资源设置。采用自填式问卷对农村高级助产士进行定量调查。来自113名参加南非夸祖鲁-纳塔尔大学高级助产培训课程的农村助产士的五十六名护士（49.6%）填写了一份调查问卷。结果表明，虽然护士认为他们的技术能力低，虽然他们得到很少的官方支持，从他们的教育和专业机构，大多数经常使用移动的功能和应用程序，以支持他们的工作和学习过程。他们认为具有语音、文本和电子邮件功能的移动的设备是搜索信息以及与工作和学习环境中的促进者和同行互动的教育和专业活动的重要工具。在较小程度上，还报告了WhatsApp和Facebook等社交网络的使用情况。它的结论是，教育机构应支持更系统地适当使用移动的电话，特别是在发展移动的网络扫盲技能。
Empirical studies show the value of mobile phones as effective educational tools to support learning in the nursing profession, predominantly in high income countries. The rapidly increasing prevalence of mobile phone technology in Africa nourishes hopes that these tools could be equally effective in lowly resourced contexts, specifically in efforts to achieve the health-related Millennium Development goals. The purpose of this study was to investigate the perception and use of mobile phones as educational and professional tools by nurses in lowly resourced settings. A quantitative survey using self-administered questionnaires was conducted of rural advanced midwives. Fifty-six nurses (49.6%) from the 113 rural-based midwives attending an advanced midwifery training programme at the University of KwaZulu-Natal, South Africa, filled in a questionnaire. The results showed that, whilst nurses regarded their technology competences as low and although they received very little official support from their educational and professional institutions, the majority frequently used mobile functions and applications to support their work and learning processes. They perceived mobile devices with their voice, text, and email functions as important tools for the educational and professional activities of searching for information and engaging with facilitators and peers from work and study contexts. To a lesser extent, the use of social networks, such as WhatsApp and Facebook, were also reported. It is concluded that educational institutions should support the appropriate use of mobile phones more systematically; particularly in relation to the development of mobile network literacy skills.