This document describes nursing students’ opinions on how a mobile application and a web-based reporting tool could act as a supervision method during their clinical training. In a Finnish university of applied sciences we selected software called eTaitava to our piloting project. The aim of the project was to find out about the possibility to establish a new supervising method to teaching by using information and communication technology. Lecturers can use this software in supervising and supporting nursing students’ learning process. The empirical study was made by a survey in May 2010. All in all 430 students have used this method and been sent a web-based questionnaire. 112 of them answered the survey, which consisted of 33 questions. According to the findings, two thirds of the students thought that answering almost daily to the questions sent by eTaitava was useful for their learning process, including setting of objectives, daily activities, self-assessment and cognitive reflection. They felt it easy and fast to use by computer, only 9 % used it by mobile phone. The first feedback showed that the information and communication technology-based method is a useful and effective way to supervise learning in nursing education. It is worth developing this idea further.
In order to enhance learning, it is necessary to develop flexible learning methods in conjunction with traditional classroom teaching. Information and communications technology has developed enormously during the past years and but its potential as a teaching aid has not yet, however, been fully exploited in education. This paper describes the opinions of Finnish nursing students’ on the usefulness of lecture recordings in nursing education at Tampere University of Applied Sciences. Faculty from the nursing education degree program of Tampere University of Applied Sciences produced thirty-one 10-62 minute lecture summaries or course content syntheses in five subjects. They were produced by four teachers and listened by 4 student groups in 2010-2011. In the study, 93 students completed a questionnaire, with a response rate of 52%. According to the results of the questionnaire, slightly more than half of the students listened to the recordings via computer and slightly less than half listened as podcasts on mobile device. Students stated that the recordings helped them to understand the key content of lectures and that they were of additional value to learning process when compared to the traditional PowerPoint teaching slides used in contact lectures. Opinions varied, however, as to whether students learned as much by listening to the recordings as they did by attending contact lectures. The lecture recordings enabled better time management, but the recordings did not, however, significantly affect the time used for preparing for examinations or for participating in contact lectures. The students found listening to the recordings an interesting experience and most of them would also like to listen to them also in the future. In a conclusion, the results of this project show that offline recorded lecture summaries are a good support for education either as additional course material or as a partial substitute for contact teaching. The lecture recordings support students’ learning and are an agreeable learning method for students.