Limited adoption of mobile technology for informal learning and continuing professional\ndevelopment within Australian healthcare environments has been explained primarily as an issue\nof insufficient digital and ehealth literacy of healthcare professionals. This study explores nurse\nsupervisors� use of mobile technology for informal learning and continuing professional development\nboth for their own professional practice, and in their role in modelling digital knowledge transfer, by\nfacilitating the learning and teaching of nursing students in the workplace. A convenience sample of\n27 nurse supervisors involved with guiding and supporting undergraduate nurses participated in one\nof six focus groups held in two states of Australia. Expanding knowledge emerged as the key theme of\nimportance to this group of clinicians. Although nurse supervisors regularly browsed Internet sources\nfor learning and teaching purposes, a mixed understanding of the mobile learning activities that\ncould be included as informal learning or part of formal continuing professional development was\ndetected. Participants need educational preparation and access to mobile learning opportunities to\nimprove and maintain their digital and ehealth literacy to appropriately model digital professionalism\nwith students. Implementation of mobile learning at point of care to enable digital knowledge\ntransfer, augment informal learning for students and patients, and support continuing professional\ndevelopment opportunities is necessary. Embedding digital and ehealth literacy within nursing\ncurricula will promote mobile learning as a legitimate nursing function and advance nursing practice
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