Unleashing the potential and pitfalls of the iPad on undergraduate nursing students in tertiary education

The proliferation in the use of technological devices in tertiary education is rapidly evolving. Universities are adopting strategies that provide a more flexible and accessible learning and teaching environment. The introduction of iPads formed part of one large multi-campus Australian University’s strategy to engage students learning with a mobile device, yet until now there has been no evaluation or research about this strategy. We used Interpretative Phenomenological Analysis (IPA) to explore the lived experience of undergraduate nursing students when using the iPad. Findings revealed the participants found the iPad supportive in their studies within a blended learning environment. However, this experience was challenged by limitations as the participants adapted to using this Apple brand mobile device. A foundation of training and support was not provided; hence the capabilities of the iPad were not used to its full potential. This research supported current literature, however also illuminated recommendations for future research. The importance of providing a foundation of preliminary support when implementing a mobile device into a tertiary setting is imperative. This research is the first to explore the lived experience of undergraduate nursing students when using the iPad for tertiary education