Abstract
The implementation of health technology and informatics into healthcare environments has enabled new opportunities for developing patient-centred approaches to care. The emergence of mobile learning as a new pedagogy for learning and teaching of undergraduate nurses and for continuing professional development can be used to strengthen the nurse-patient relationship. Incorporation of eHealth literacy education and health promotion by nurses, using digital technology tools and resources, will assist with empowering patients to access information and options for managing their own health. These developments provide opportunities for embracing a learning triad with patient, student, and nurse supervisor using digital technology at point of care. This triad should be embedded as a partnership to enable promotion of eHealth literacy in situ. A use case scenario is provided to demonstrate the potential of advancing eHealth literacy of patients in healthcare environments using the triad model. Collaboration and sharing information using this new method of learning has the potential to promote eHealth literacy and transform the nurse-patient relationship.
Highlights
The emergence of digital technologies has provided unparalleled opportunities for empowering mobile learners to promote both health and eHealth literacy in situ at point of care
This paper describes the complex matrix of knowledge, skills, attitudes and behaviour employed by the triad model of patient, student, and nurse supervisor at point of care to enable a supportive environment promoting eHealth literacy assessment and development
The author found that health professionals engage in social media in a variety of ways such as providing information about health topics relating to education, health promotion using a variety of digital platforms
Summary
The emergence of digital technologies has provided unparalleled opportunities for empowering mobile learners to promote both health and eHealth literacy in situ at point of care. Nurses are central to care service provision and are well-positioned to develop rapport, create trust, learn about, and from their patients, whilst enabling opportunities to assist with assessing and the development of eHealth literacy of their clients This relationship can be augmented using a triad model (Fig. 1) comprised of patient or client (patient), student, and nurse supervisor that is based on the mutuality of intent to communicate, create trust and commitment to improve health and well-being (Zeffane, Tipu, & Ryan, 2011). A range of barriers, challenges, risks and benefits of using health technology and informatics in healthcare settings have been identified These include human, equipment and environment factors at individual, organisation and systems levels that have hindered the advancement of promoting eHealth literacy by end-users (Kemppainen, Tossavainen, & Turunen, 2013; Martyn, Larkin, Sander, Yuginonich, & Jamieson-Proctor, 2014; Mather, Marlow, & Cummings, 2013; Moyer, 2013; Prgomet, Georgiou, & Westbrook, 2009). This paper describes the complex matrix of knowledge, skills, attitudes and behaviour employed by the triad model of patient, student, and nurse supervisor (human context) at point of care to enable a supportive (physical and social) environment promoting eHealth literacy assessment and development
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