Title Supporting innovative learning approaches through Mobile Integration in the workpLacE - Oncology Nursing
Project Number 518383-LLP-1-2011-1-ES-LEONARDO-LMP
Project Type Development of Innovation
Country EU-Centralised Projects
Marketing Text The field of oncology nursing is a new one. Given the rapid increase in knowledge and availability of new forms of treatment, cancer nurses require specialist educational preparation.SMILEON will develop a new approach to vocational training using mobile devices to extend learning activity into daily practice so that theory is fully integrated with practical skills development. Using smart phones, nurses will be able to communicate with each other and their tutors in real time in the work place and access relevant content just-in–time according to their needs. The mobile communication involved will function as a “virtual layer” that integrates with their daily interaction with patients, enriching and extending their learning, not just through content provision but also because the “space” created will facilitate exchange of experiences (using a range of media) with tutors and with other course participants.
In the current healthcare context the capacity of nursing professionals to learn new skills and roles is increasingly importan. This project will develop a new approach to vocational training using mobile devices to extend learning activity into daily practice so that theory is fully integrated with practical skills development. It will be developed in the context of oncology nursing. Using smart phones, nurses will be able to communicate with each other and their tutors in real time in the work place and access relevant content just-in–time according to their needs. The mobile communication involved will function as a “virtual layer” that integrates with their daily interaction with patients, enriching and extending their learning, not just through content provision but also because the “space” created will facilitate exchange of experiences (using a range of media) with tutors and with other course participants.
The field of oncology nursing is a new one. Given the rapid increase in knowledge and availability of new forms of treatment, cancer nurses require specialist educational preparation. Current solutions separate learning (in classrooms or online) from its practical application. The approach proposed will constitute an important improvement in the way these new skills are learned, and will increase the capacity of the nurses to perform in this new area of nursing. The project is therefore innovative not only because it involves a new social approach to mobile learning, but also because it constitutes an innovation in the area of nursing training.
The project will involve an initial needs analysis, followed by the development of an appropriate learning methodology and a mobile toolkit to support it. The approach will then be piloted, in each of the partner countries in two cycles. The first pilot will focus principally on the validation of the learning approach, while the second will also pay attention to exploitation and sustainability issues, and the possible extension of the approach to other contexts.
The objective of the project is to develop a methodology supported by mobile technology for learning among nursing professionals that integrates learning into work place contexts and practices. This innovative pedagogical approach will be extendable to other groups with similar learning needs in the vocational training sector, particularly those undergoing rapid change, thus supporting lifelong approaches to learning.he use of mobile technology will facilitate access to continuous The aim of the project is to develop a methodology for the seamless integration of learning into day-to-day practice in the workplace. This methodology will be developed and validated in the project in the context of oncology nursing, but will be adaptable to other sectors.
This methodology will be supported by a toolkit designed for smart phones that use the Android operating system. This toolkit will contain a range of applications accessible through one simple interface in order to facilitate the integration of the different types of activities envisaged in the methodology. The aim is to integrate existing applications rather than develop new ones as this will ensure ease of use, and familiarity with the functionalities involved.
The methodology will involve a range of different learning activities some of which will be predesigned and proposed to the learners through the system, while others will be emergent from the daily practice of the nurses. A typical example scenario is as follows:
A nurse has to administer an intravenous chemotherapy to a patient. Before starting she reviews the Chemotherapy Administration Protocol on her mobile device and she follows all the detailed steps. Approximately 15 minutes after start of infusion, the patient tells the nurse her hand is red and painful. The nurse confirms there is an erythema around the area of needle and that she has pain at the injection site. As she is not sure of the diagnosis she takes a picture of the patient’s hand and sends it to her tutor and to the course group using the camera app in the system. One of the course participants sends her a picture showing a similar condition that was published in the course Forums some days ago. Another of the students, who works in the same hospital, offers (by message) to meet personally and discuss a similar situation that happened last week to one of his patients. Some minutes later she receives an answer from her tutor confirming the diagnosis is extravasation and pointing the way to information about extravasation treatment. The nurse consults this on her mobile and applies the correct treatment. Then she publishes her experience on the course discussion space and the nurses share other related experiences.
This scenario shows how these "virtual layer" of activity that the combined methodology and toolkit will facilitate allow the nurse to learn in a way that is directly integrated with her daily practice. The activity is pre-eminently social and involves interaction with content, peers and tutor, in an experiential cycle that includes experience, observation, reflection and the application of knowledge in practice. This constitutes a solution to the different issues previously mentioned and an innovation both in the training context and the field of mobile learning. The process leading from the initial idea through development and validation of the methodology until it to its subsequent exploitation in other sectors begins with a needs analysis. It is necessary to ensure that the needs of the users, the nurses and tutors, are taken into account in the design. The report generated by this needs analysis will be the first milestone of the project, and the results will feed into the next stage in which the methodology, on the one hand, and the toolkit, on the other, will be developed.
The development of the methodology will involve three stages but an overall approach will be designed by the partners and then specific examples of activities will be designed and typology of these created. A series of materials for teacher training (including a manual) will then be developed in order to ensure that teachers and trainers are able to use the methodology appropriately.
Parallel to this in the technological development of the toolkit a brief will be created by the partners using the results of the needs analysis and on this basis the technological partner will then select applications and design the interface. The applications will include communications applications, such as synchronous and asynchronous messaging (chat, instant messaging and forum functionalities), content-related applications (for viewing different media), creative applications that include capture of video sound and image, and profiling applications that facilitate social presence in the system. After this the prototype toolkit will be usability tested in each of the countries and the results will be fed back into the design process and adjustments made. This point is an important milestone in the project at which both the methodology and the toolkit will be ready for initial implementation.
The next stage involves the piloting. The two pilots (10 learners in each country in each pilot) run successively in an iterative cycle. The results of the first pilot will be used to make adjustments which will be tested in the second pilot. The process of evaluation of the pilots runs in parallel to the two pilots. Evaluation will focus on the validation of the methodology, but in the second pilot a wider range of activities will be introduced in order to explore the flexibility and potential adaptability of the methodology to other contexts. For this reason the evaluation instruments used will have a different emphasis in the second pilot. The final evaluation report will be a milestone, and will be used in the last stages of the work which focus on the dissemination and exploitation of results (though this work runs concurrently throughout), and the final milestones include final versions of the methodology manual and toolkit, which will be presented at a series of exploitation workshops in the different partner countries and at an international workshop in Turkey at the end of the project which constitutes the final milestone.
Utilization and distribution of results
Open and distance learning
Human Health and Social Work Activities
Information and Communication
Product information Website, logo, leaflet, Toolkit, methodology manual, teacher training materials (video, presentations and simulated learning activities), national and international workshops