Exploring the mobile learning paradox to enable redesign of learning and teaching in the workplace

While it is becoming increasingly recognised that timely, easy and convenient access to health information using mobile learning (mlearning) technologies can enhance care and improve patient outcomes, there is an inability for nurses to access information at point of care (Mickan et al. 2013). Previous studies indicate that information communication technology literacy and access to mlearning by health professionals and undergraduate students is mixed (Mather, Marlow and Cummings 2013; Hegney et al. 2007).