This document outlines a proposed blended learning approach using mobile devices to help bridge the gap between theory and clinical practice for nursing students. It discusses using a blog, Facebook page, and WhatsApp group to provide students with access to course materials, allow interaction with lecturers, and support clinical practice. An evaluation will assess the usability and pedagogical value of this approach.

2. Theoretical Framework
The presentation of this proposed project and
intervention will be guided using the Integrative
Learning Design Framework (ILDF) of Dabbagh &
Bannan-Ritland (2005: 113) as adapted.
At this stage a blended learning approach has been
deemed as most appropriate to meet the objectives
identified.
It is defined as a flexible, instructional learning
resource that combines face to face teaching with
online resources, supported by virtual learning
environments that include using mobile devices
(Bersin, 2004: 2).

3.  To demonstrate prior knowledge on the normal
anatomy and physiology of the body systems
 To systematically examine the systems of the body
 To identify any abnormality in a specific system
 To diagnose common conditions managed at a primary
level of care
 To initiate the drug and non-drug management of the
condition diagnosed under direct supervision

4.  Concerns raised during a clinical review meeting:
“Students are unable to the bridge the “gap”
between theory and clinical practice”.
 The request: To identify an innovative, affordable,
effective & easily accessible “method” to assist
students to bridge the “gap”.
 This request spiralled towards looking at mobile
technology with the increased use to enhance teaching
and learning (Gupta & Koo, 2010).

5.  For our students there is a need to have resources available at
any time or at any place to do research on conditions or
procedures (Cook, Pachler & Bradley, 2008: 16; Bennett in
Roberts, 2004: 4; Liu, Wang, Liang, Chan, Ko & Yang, 2003: 371).
 The fact that they don't carry notes and textbooks into clinical
practice takes away the opportunity to do research on the
common conditions encountered in clinical practice.
 During class sessions students are divided into small groups to
work on case scenarios on various conditions.
 It had been seen over and over again that students effectively
use the different applications on their mobile devices for social
networking and research.

6. During a meeting with lecturers the following
was identified as the need:
A review of the normal anatomy and physiology of a
system before a class session.
Theclass session is focussed on common conditions
managed at a primary level of care
Support while in clinical practice to reinforce the
relationship between the normal and abnormal
Guidance and support in how to manage common
conditions effectively.

7. Results from an online survey with
students:
They have connectivity off campus
They are prepared to use their devices for research
related to their module
The don’t use their devices to read emails off campus
They mostly use Facebook and Whatsapp for social
networking

9.  A blog and Facebook page was created
 The information needed to be communicated to students
was imbedded in the blog
 A Facebook group was created with a direct link to the
blog
 Pre-test and a post-test is to be completed to review of
anatomy and physiology of a system
 After the pre-test they are referred to resources to
review and complete the post- test before the class
session.
 Availability of lecturers and clinical facilitators on What’s
App to answer queries from 08H30 to 16H00.
 It was suggested that every lecturer and clinical
facilitator are assigned a group to manage during this
session.

15. Suggestions received during a review of the blog:
Setting up a pre and post test
Having a formative assessment structure in place to
“reward” students for their participation
Having lecturers and clinical facilitators available as a
source of reference while students are in clinical
practice
To explore using Whatsapp to answer queries
The evaluation was important to determine if the tools
selected is user friendly and relevant in addressing the
teaching and learning challenges initially identified
Also evaluating the affordances and the pedagogical
value of the tools identified

17. This phase will include:
 a formative evaluation of the design model
 reviews of an expert
reviews of the reflective online diaries of
students, lecturers and clinical facilitators,
including the case studies,
to view lessons learnt to inform the possible
application of the ICT tool or tools selected and
the formulation of guidelines on how to integrate
mobile learning into the undergraduate nursing
curriculum at the University of the Western Cape.

18.  Bersin, J. (2004). The Blended Learning Book. Best Practices,
Proven Methodologies, and Lessons Learned. San Francisco: John
Wiley & Sons Inc.
 Cook, J., Pachler, N. & Bradley, C. (2008). Bridging the Gap?
Mobile Phones at the Interface Between Informal and Formal
Learning. Journal of the Research Center for Educational
Technology, 4 (1), 3-18.
 Dabbagh, N. & Bannan-Ritland, B. (2005). Online learning:
Concepts, strategies and application. Upper Saddle River, New
Jersey: Pearson.
 Liu, T.C., Wang, H.Y., Liang, J.K., Chan, T.W., Ko, H.W. & Yang,
J.C. (2003). Wireless and mobile technologies to enhance
teaching and learning. Journal of Computer Assisted Learning,
19, 371-382.
 Roberts, T.S. (2004). Online Collaborative Learning: Theory and
Practice. USA: Information Science Publishing.