Prof. Jennifer Chipps (School of Nursing)

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https://hdl.handle.net/10566/1657

Prof. Jennifer Chipps

Position: Associate Professor
Department: School of Nursing
Faculty: Faculty of Community and Health Sciences
Qualifications: BSc Nursing Hon (WITS, South Africa)
BSc Psychology Hon (UNISA, South Africa)
Grad Dip Nursing Administration (WITS, South Africa)
Grad Dip Nursing Education (WITS, South Africa)
Masters in Public Health (UNSW, Australia)
Grad Dip Applied Epidemiology (VETAB, Australia)
PhD (Telemedicine) (UKZN, South Africa)
My publications in this repository
Tel: +27 21 959 3923
Fax: +27 21 959 2679
Email: jchipps@uwc.ac.za

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Browsing by Subject "Distance education"

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    Informal mobile learning in nurse education and practice in remote areas-a case study from rural South Africa
    (Elsevier, 2014) Pimmer, Christoph; Brysiewicz, Petra; Linxen, Sebastian; Walters, Fiona; Chipps, Jennifer; Gröhbiel, Urs
    BACKGROUND: With the proliferation of portable digital technology, mobile learning is becoming increasingly popular in nursing education and practice. Most of the research in this field has been concentrated on small-scale projects in high income countries. Very little is known about the ways in which nurses and midwives use mobile technology in remote and resource poor areas in informal learning contexts in low and middle income countries. OBJECTIVES: To address this gap, this study investigates whether nurses use mobile phones as effective educational tools in marginalized and remote areas, and if so, how and why. SETTING AND METHODS: In rural South Africa, 16 nurses who attended an advanced midwifery education program, facilitators and clinical managers were interviewed about their use of digital mobile technology for learning. Techniques of qualitative content analysis were used to examine the data. RESULTS: Several rich “organically-grown”, learning practices were identified: mobile phone usage facilitated (1) authentic problem solving; (2) reflective practice; (3) emotional support and belongingness; (4) the realization of unpredictable teaching situations; and (5) life-long learning. CONCLUSIONS: It is concluded that mobile phones, and the convergence of mobile phones and social media, in particular, change learning environments. In addition, these tools are suitable to connect learners and learning distributed in marginalized areas. Finally, a few suggestions are made about how these insights from informal settings can inform the development of more systematic mobile learning formats.
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    A systematic review of the effectiveness of videoconference-based tele-education for medical and nursing education.
    (Wiley, 2012) Chipps, Jennifer; Brysiewicz, Petra; Mars, Maurice
    BACKGROUND: Rural nurses and doctors typically have little opportunity to further their education and training. Studies have shown high participant satisfaction with the use of educational technology, such as videoconferencing, for education. A review of effectiveness of videoconference-based tele-education for medical and nursing education was conducted. AIMS The aims of this study were to: (1) systematically review the literature and critique the research methods on studies addressing the review question: “How effective is videoconference-based education for the education of doctors and nurses?” (2) summarize the existing evidence on the effectiveness of videoconference education for medical and nursing staff; and (3) apply the findings to South Africa and other countries across the globe. Methods: Research citations from 1990 to 2011 from cumulative index of nursing and allied health literature, Medline, Pubmed, PsycInfo, EBSCOhost, SABINET, Cochrane Database of Systematic Reviews, the Cochrane Controlled Trial Registry, Database of Abstracts of Reviews of Effectiveness, unpublished abstracts through NEXUS and Internet search engines (Google/Google scholar) were searched. Review methods included searching, sifting, abstraction, and quality assessment of relevant studies by two reviewers. Studies were evaluated for sample, design, intervention, threats to validity, and outcomes. No meta-analysis was conducted as the studies provided heterogeneous outcome data. RESULTS: Five studies were reviewed. Videoconference and face-to-face education is at least equivalent and one study reported an increase in knowledge and knowledge integration. Recommendations: Despite the methodological limitations and heterogeneity of the reviewed studies, there appears to be sufficient evidence of effectiveness to provide a rigorous Grade B evidence-based recommendation of moderate support. Conclusions: The use of videoconferencing for nursing and medical education should be encouraged along with guidelines for the use of videoconferencing. The paucity of studies and the lack of empirical precision in evaluating effectiveness of these interventions necessitate future rigorously designed experimental studies.