Incorporating Technology in health-centered learning

Incorporating Technology in health-centered learning

  • Reflect on the health-centered learning needs of patients in your community, communities with which you are familiar, or communities abroad. Consider not only patients grouped by geographic location, but also those that represent a functional community, such as expectant mothers or patients with breast cancer or muscular dystrophy.
  • Reflect on the mobile applications and social networking sites you have used for both personal and professional reasons. How might these technologies help to address patient learning needs?
  • Select either a geographic community or functional community to further investigate.
  • Using the websites in this week’s Learning Resources and your own scholarly research, identify specific learning needs of your selected community of patients. The learning need that you select might be associated with a health concern, preventative care practices, health management, or basic patient education.
  • Browse the Internet to select a mobile application, social networking site, or other technology that might be appropriate for your patient community. Once selected, save pictures, videos, and/or capture screenshots that highlight the benefits of this technology.
  • Review the section Guidelines for PowerPoint in Chapter 8 of the Herrman course text.
  • Describe how you would construct a PowerPoint that explains the following:
    • Learning needs of the community, as well as their relevance (i.e. why does this matter? Why should patients and nurses care to address this learning need?)
    • A mobile application (i.e. handheld tablet or smart phone) or social media website that could help to address this need and why
    • Suggestions for using this technology
    • Any concerns or potential problems that might be associated with this technology
    • Follow-up activities to increase the success of patient/nurse integration into daily activities



Incorporating Technology in Community-Based Learning

The use of mobile devices in nursing has led to the development of medical software apps and applications to improve patient care. Mobile devices have helped in medical coding and billing, practice management, diagnosis and treatment, and electronic prescription (West, 2012). Therefore, mobile apps can help nurses answer clinical questions and provide resourceful information that can improve healthcare delivery without visiting the hospital (West, 2012). Therefore, mobile apps are ultimately cost-effective because they help nurses to reach more patients.

Incorporating Technology in health-centered learning

Johns Hopkins Antibiotic Guide (JHABx) is an evidence-based software app that helps in medical education; information gathering, consulting, communication, and health record maintenance and access (Boudreaux et al., 2014). The app allows nurses to identify diagnostic possibilities, appropriate scans and tests to order, reducing cost of care and decreasing unnecessary procedures. The app is essential for helping patients to identify preventive measures, counseling, improving practice efficiency and knowledge and ensuring the quality of data management and accessibility.


 The main advantage of using Johns Hopkins Antibiotic Guide (JHABx) as a medical app is that it provides numerous conveniences, including rapid access to information, better clinical decision-making, improve accuracy, efficiency, and productivity (Boudreaux et al., 2014). On the other hand, the major challenge of the app is that lack of privacy and protecting patient data, their lack of reliability for making clinical decisions, increased medicolegal and ethical implications, and its impact on the doctor-patient relationship (Boudreaux et al., 2014).

Johns Hopkins Antibiotic Guide (JHABx is a valuable tool in clinical practice and delivery of health care. However, the app requires the rigorous development of best-practice standards, evaluation, and validation to ensure their safety and quality level in the delivery of healthcare.




Boudreaux, E. D., Waring, M. E., Hayes, R. B., Sadasivam, R. S., Mullen, S., & Pagoto, S.

(2014). Evaluating and selecting mobile health apps: strategies for healthcare providers and healthcare organizations. Translational behavioral medicine4(4), 363-371.

West, D. (2012). How mobile devices are transforming healthcare. Issues in technology

innovation18(1), 1-11.

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