Abstract
Learning about how to assess a patient’s mental health status is traditionally performed through lectures. While this conveys information, it does not situate the material in real contexts which promotes knowledge transfer to clinical settings. As a result, a mobile app was developed to help nurse trainees learn about mental status assessment. This app was integrated into a nurse-training program and evaluated for its influence on student learning experiences. Two deployment studies were conducted. Nurse trainee interactions with the app and their perceptions of its appropriateness across these studies indicate this novel technology supported appropriate learning experiences. We discuss the implications our findings have for integrating mobile apps into formal learning settings.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
App development was funded by the School of Nursing at the University of Pittsburgh.
References
Sperling, J.D., Clark, S., Kang, Y.: Teaching medical students a clinical approach to altered mental status: simulation enhances traditional curriculum. Med. Educ. Online 18, 19775 (2013)
Tiwari, A., Lai, P., So, M., Yuen, K.: A comparison of the effects of problem-based learning and lecturing on the development of students’ critical thinking. Med. Educ. 40, 547–554 (2006)
Kanerva, A., Lammintakanen, J., Kivinen, T.: Nursing staff’s perceptions of patient safety in psychiatric inpatient care: nursing staff’s perceptions of patient safety in psychiatric inpatient care. Perspect. Psychiatr. Care 52, 25–31 (2016)
Choi, J.-I., Hannafin, M.: Situated cognition and learning environments: roles, structures, and implications for design. Education Tech. Research Dev. 43, 53–69 (1995)
Almeida, T., Wood, G., Comber, R., Balaam, M.: Interactivity: looking at the vagina through labella. In: Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems, pp. 3635–3638. ACM, New York, NY, USA (2016)
Madson, L.: Role-play to teach the mental status exam. MedEdPORTAL 7, 8363 (2011). https://doi.org/10.15766/mep_2374-8265.8363
MacDonald-Wicks, L., Levett-Jones, T.: Effective teaching of communication to health professional undergraduate and postgraduate students: a systematic review. JBI Database Syst. Rev. Implementation Rep. 10, 1–12 (2012)
Wehbe-Alamah, H., et al.: Development of an extensible game architecture for teaching transcultural nursing. Online J. Cult. Competence Nurs. Healthc. 5, 64–74 (2015)
Herrington, J., Oliver, R.: Critical characteristics of situated learning: implications for the instructional design of multimedia. In: ASCILITE, Melbourne, Australia pp. 253–262, (1995)
McKenzie, A., McCalla, G.I.: Serious games for professional ethics: an architecture to support personalization. In: WKSP on Intelligent Ed. Games at Artificial Intelligence in Education (AIED), Brighton, England, pp. 69–78 (2009)
Sharipova, M.: Supporting students in the analysis of case studies for ill-defined domains. In: Cerri, S.A., Clancey, W.J., Papadourakis, G., Panourgia, K. (eds.) ITS 2012. LNCS, vol. 7315, pp. 609–611. Springer, Heidelberg (2012). https://doi.org/10.1007/978-3-642-30950-2_86
Demmans Epp, C.: Mobile adaptive communication support for vocabulary acquisition. In: Lane, H.C., Yacef, K., Mostow, J., Pavlik, P. (eds.) AIED 2013. LNCS (LNAI), vol. 7926, pp. 876–879. Springer, Heidelberg (2013). https://doi.org/10.1007/978-3-642-39112-5_135
Lave, J., Wenger, E.: Situated Learning Legitimate Peripheral Participation. Cambridge Univ. Press, Cambridge [u.a.] (2011)
Lave, J.: Situating learning in communities of practice. In: Resnick, L.B., Levine, J.M., Teasley, S.D. (eds.) Perspectives on Socially Shared Cognition, pp. 63–82. American Psychological Association, Washington, DC (1991)
Mentis, H.M., Chellali, A., Schwaitzberg, S.: Learning to see the body: supporting instructional practices in laparoscopic surgical procedures. In: Proceedings of CHI the SIGCHI Conference on Human Factors in Computing Systems, pp. 2113–2122. ACM, New York, NY, USA (2014)
Jalali, S., et al.: LiveBook: competence assessment with virtual-patient simulations. In: IEEE International Symposium on Computer-Based Medical Systems (CBMS), pp. 47–52 (2017)
Dix, A., Finlay, J.E., Abowd, G.D., Beale, R.: Human-Computer Interaction. Pearson/Prentice-Hall, Harlow (2004)
Anderson, T., Shattuck, J.: Design-based research a decade of progress in education research? Educ. Res. 41, 16–25 (2012)
Fowler, F.J.: Survey Research Methods. Sage Publications, Thousand Oaks (2009)
Spector, P.: Summated Rating Scale Construction: Introduction. Sage Publications, Newbury Park (1992)
Charmaz, K.: Constructing Grounded Theory. Sage Publications, Thousand Oaks (2010)
Cattell, R.B.: The clinical use of difference scores: some psychometric problems. Multivar. Exp. Clin. Res. 6(2), 87–98 (1983)
Vygotsky, L.S.: Mind in society: the development of higher psychological processes. Harvard University Press, Cambridge, MA, USA (1978)
Järvelä, S., et al.: Socially shared regulation of learning in CSCL: understanding and prompting individual- and group-level shared regulatory activities. Intern. J. Comput.-Support. Collab. Learn. 11, 263–280 (2016)
Zimmerman, B.J.: Models of self-regulated learning and academic achievement. In: Zimmerman, B.J., Schunk, D.H. (eds.) Self-Regulated Learning and Academic Achievement. Springer Series in Cognitive Development, pp. 1–25. Springer, New York (1989). https://doi.org/10.1007/978-1-4612-3618-4_1
Koedinger, K.R., Kim, J., Jia, J.Z., McLaughlin, E.A., Bier, N.L.: Learning is not a spectator sport: doing is better than watching for learning from a MOOC. In: Learning @ Scale, pp. 111–120. ACM Press (2015)
Koedinger, K.R., Corbett, A.T., Perfetti, C.: The knowledge-learning-instruction framework: bridging the science-practice chasm to enhance robust student learning. Cogn. Sci. 36, 757–798 (2012)
Demmans Epp, C.: Migrants and mobile technology use: gaps in the support provided by current tools. J. Interact. Media in Educ. Spec. Collect. Migr. Educ. Technol. 2017, 1–13 (2017)
Demmans Epp, C., Phirangee, K., Despres-Bedwward, A., Wang, L.: Resourceful instructors and students: overcoming barriers to integrating mobile tools. In: Power, R., Ally, M., Cristol, D., Palalas, A. (eds.) IAmLearning: Mobilizing and Supporting Educator Practice, p. E-book. IAmLearn (2017)
Demmans Epp, C., Bull, S.: Uncertainty representation in visualizations of learning analytics for learners: current approaches and opportunities. IEEE TLT 8, 242–260 (2015)
Hsiao, I.-H., Bakalov, F., Brusilovsky, P., König-Ries, B.: Open social student modeling: visualizing student models with parallel introspectiveviews. In: Konstan, J.A., Conejo, R., Marzo, J.L., Oliver, N. (eds.) UMAP 2011. LNCS, vol. 6787, pp. 171–182. Springer, Heidelberg (2011). https://doi.org/10.1007/978-3-642-22362-4_15
Settles, B., Meeder, B.: A trainable spaced repetition model for language learning. In: Association for Computational Linguistics (ACL), pp. 1848–1858 (2016)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer Nature Switzerland AG
About this paper
Cite this paper
DEMMANS EPP, C., Horne, J., Scolieri, B.B., Kane, I., Bowser, A.S. (2018). PsychOut! a Mobile App to Support Mental Status Assessment Training. In: Pammer-Schindler, V., Pérez-Sanagustín, M., Drachsler, H., Elferink, R., Scheffel, M. (eds) Lifelong Technology-Enhanced Learning. EC-TEL 2018. Lecture Notes in Computer Science(), vol 11082. Springer, Cham. https://doi.org/10.1007/978-3-319-98572-5_17
Download citation
DOI: https://doi.org/10.1007/978-3-319-98572-5_17
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-98571-8
Online ISBN: 978-3-319-98572-5
eBook Packages: Computer ScienceComputer Science (R0)