This paper, originally presented at the global nurse education conference NETNEP 2016 (Williams and Roberts 2016) explores the potential of mobile technology as an aid for learning and teaching in clinical practice and the subsequent potential for closing the theory practice gap. Whilst some authors suggest that mobile technology has negative connotations, and there is a misconception of the platform such as mobile phones being a distraction or unprofessional if used by nurses in clinical practice; to balance this perspective we outline three potentially positive aspects to using mobile technology to support clinical learning. Such as:
1. The use of Apps to provide clinicians with better access to current evidence with the potential to reduce drug errors or adverse incidents and promote the uptake of research in practice. On average students use their mobile devices 11 times during the day (McCoy, 2013) so accessing Apps is one way to exploit and take advantage of social media.
2. The potential that the academic practice gap is closed as the mobile technology provides an Immediacy and less threatening connection; for example tweeting breaks down the academic/student barriers (Chinn, 2015).
3. Best practice and an evidence base may be generated in real time by using the wisdom of the crowd (Sinclair et al. 2015).
The use of mobile technology is being explored within the United Kingdom as highlighted by the Department of Health (2016), NHS England investigates the use of emerging tools with patients who have chronic conditions such as diabetes, cardiac and respiratory problems. Some NHS Trusts are using text messages as a method of patient self-management or automated healthcare through ‘virtual nurses’ on smartphone apps to better manage patient symptoms. Similarly, the use of Artificial intelligence (AI) is an area of rapid expansion, where computers have the potential to analyse reports and provide earlier detection of health problems such as cancers and other clinical decision making situations, often in real time. In addition, the use of Avatars and simulated worlds is familiar to many in the world of gaming. The use of technology is generational (Leung, 2013) suggesting the adoption of mobile technology within nurse education, the clinical environment, for healthcare professionals and patients will become more accepted as the net generation grows up. Therefore if technologies are being utilised by patients then it seems only fitting for such technology to be embraced by nurse education.