Digital Assistant In Nursing Education What Is a Personal Digital Assistant?
A Personal Digital Assistant (PDA) refers to a mobile, electronic device designed to store, manage, and exchange information. Often known by various terms such as mobile computing tools, handheld devices, handheld computers, and smartphones, PDAs have become integral in various professional settings, including nursing education (Johansson, Petersson, & Nilsson, 2013). Originally developed in the early 1990s, PDAs have evolved significantly, transitioning from basic digital organizers to sophisticated mobile computing devices that support a broad range of applications.
These devices are equipped with wireless capabilities, enabling them to connect to the internet and other networks, which facilitates the retrieval and sharing of information in real-time. The versatility of PDAs makes them valuable tools in the modern educational landscape, particularly in fields that require frequent access to updated information and resources, such as nursing.
Application of Personal Digital Assistants in Nursing Education
Despite being introduced nearly two decades ago, the application of PDAs in nursing education has been relatively limited, although it is progressively expanding. The adoption of PDAs in nursing education allows both students and faculty to access crucial information swiftly and conveniently, whether in clinical settings or classrooms. However, there is no standardized protocol for their use within nursing education programs. Since their inception, the technological capabilities of PDAs have advanced, leading to an increased integration of these devices into nursing practice (Zurmehly, 2010).
PDAs are utilized to integrate information technology into nursing education programs, enhancing the learning experience by providing immediate access to essential data. This integration is particularly beneficial in areas such as pharmacology, where timely access to drug information and clinical guidelines is crucial. Software applications (APPS) compatible with PDAs offer valuable resources for student nurses, facilitating their learning and practice (Jenkins, Hewitt, & Bakken, 2006; Koeniger-Donohue, 2008; White et al., 2005). Nurse practitioners and innovative educators have been identified as early adopters of PDAs and associated applications, leveraging these tools to enhance clinical education (George, Davidson, Serapiglia, Barla, & Thotakura, 2010).
Preceptors who incorporate PDAs into their teaching may positively influence students’ use of these devices and their proficiency in employing them during clinical education. By modeling effective PDA use, preceptors can help students integrate this technology into their practice (Cibulka & Crane-Wider, 2011). The dynamic nature of healthcare and the constant demand for accurate, reliable information underscore the importance of mobile devices like PDAs in providing up-to-date knowledge (Hudson & Buell, 2011; Johansson et al., 2013; White et al., 2005).
In current nursing education, both graduate and undergraduate students use PDAs to replace traditional printed resources, such as drug reference books, laboratory manuals, and textbooks (Koeniger-Donohue, 2008; Kuiper, 2008; Pattillo, Brewer, & Smith, 2007; Williams & Dittmer, 2009). Faculty members also utilize PDA technology for organizing and managing student data during clinical experiences, further illustrating the device’s versatility and utility in educational settings (White et al., 2005).
Benefits of Personal Digital Assistants in Nursing Education
The primary benefit of PDAs in nursing education lies in their ability to enable students to manage and retrieve accurate, reliable, and accessible information in clinical settings, thereby enhancing clinical decision-making and ensuring safe patient care. Major healthcare organizations, such as the Institute of Medicine, the National League for Nursing, and The American Association of Colleges of Nursing, advocate for increased use of technology in nursing education to address the evolving needs of the healthcare environment (Koeniger-Donohue, 2008). PDAs can play a significant role in facilitating these recommendations.
Research on the use of PDAs in nursing education is still limited but expanding. Studies have demonstrated that PDAs are the most frequently examined wireless devices in nursing education, with applications both in classroom settings and clinical practice (Sanchez-Garcia, Lopez Montesinos, & Fernandez-Aleman, 2013). The effectiveness of PDAs as educational tools has been supported by research highlighting their role in increasing pharmacological knowledge (Farrell & Rose, 2008), supporting clinical reasoning (Kuiper, 2008), and bridging the gap between nursing theory and clinical application (Hudson & Buell, 2011).
PDAs are perceived to be highly useful in clinical settings by nursing students. Self-reported data indicate varied levels of daily use, with some students reporting 21% daily use and others as high as 98% (Hudson & Buell, 2011; George et al., 2010). The frequency of use tends to increase when faculty and preceptors incorporate PDAs into their teaching practices (Cibulka & Crane-Wider, 2011). This frequent use underscores the perceived value of PDAs in supporting nursing education and practice.
The benefits of PDAs in nursing education include their compact size, portability, and convenience (Cibulka & Crane-Wider, 2011; White et al., 2005). They enhance efficiency by providing quick access to information and facilitate daily software updates, ensuring that users have the most current data available (Pattillo et al., 2007). Despite these advantages, several barriers to PDA use have been identified, such as technical issues (Cibulka & Crane-Wider, 2011; George et al., 2010), inconsistent adoption by faculty (White et al., 2005), and associated costs (Cibulka & Crane-Wider, 2011; Hudson & Buell, 2011).
Needs of Students and Personal Digital Assistants
Traditional textbooks and conventional learning methods may not adequately address the needs of all nursing students, particularly in an era where technological proficiency is increasingly crucial. As a result, educators need to familiarize themselves with technology and consider integrating PDA technology into nursing education (Williams & Dittmer, 2009). By incorporating PDAs into their teaching practices, nursing educators can better support students in acquiring the technological skills necessary for modern healthcare environments (Hudson & Buell, 2011; Johansson et al., 2013; Pattillo et al., 2007).
Faculty role modeling is a recommended strategy for promoting the effective use of PDAs among students. By demonstrating how to utilize these devices effectively, educators can support students in integrating PDAs into their clinical practice and educational activities (Cibulka & Crane-Wider, 2011; Kuiper, 2008).
Despite the growing interest in PDAs, much of the existing literature on their use in education is descriptive and relies on self-reported data, which limits the generalizability of findings. There is a need for further research to evaluate the outcomes associated with PDA use in nursing education and to establish standardized protocols for their implementation (Zurmehly, 2010). The current lack of comprehensive studies on student outcomes and standardized practices underscores the need for continued scholarly investigation into the use of PDAs in nursing education.
In conclusion, while PDAs offer substantial benefits for nursing education by providing quick access to information and supporting various educational functions, there is a need for more rigorous research to fully understand their impact and optimize their use. As technology continues to advance, integrating tools like PDAs into nursing education will likely play an increasingly important role in preparing students for the demands of modern healthcare practice.