This paper describes a research project that was conducted in Australia to discover the most beneficial methods for using mobile learning in postgraduate nursing education. Classic grounded theory methods were used to develop a theory titled ‘Economising learning: how nurses learn with limited resources.’ It found that mobile technologies assisted nurses with continuing learning by requiring fewer of their personal resources such as time and money, therefore enabling the nurse to undertake more learning. Interestingly nurses did not view mobile learning as being distinct; rather they used mobile devices namely smartphones and tablets to interact with information they could otherwise have accessed on a computer. In taking a pragmatic approach to how best use mobile devices to facilitate learning in the post-graduate arena, mobile technologies saved the student time and money when used as an alternative to stationary devices. The convenience of mobile devices could, therefore, be leveraged for postgraduate learning. That is not to say that the specific affordances of mobile technologies do not have benefit, but the convenience of mobile technologies was the main benefit to the post-graduate nurse. Nurses continued to learn regardless of whether they accessed formal learning. One way a nurse learned was through accessing information about specific patient needs throughout their work day. Most commonly, nurses accessed information about medications using their mobile device. Accessing medication information in this way saved the nurse time as compared to accessing either paper-based information or a computer away from the bedside, or more concerningly, not accessing information due to time restraints. Mobile devices allowed nurses to access information about procedures or particular conditions that arose throughout the day quickly. The nurses accessed the information mostly to gain reassurance that their existing knowledge was correct rather than to rectify a knowledge deficit. This knowledge checking enabled the nurse to ensure best practice. Email was often used to send information to nurses. Nurses reported that they accessed this information via their mobile device and sifted the information to determine if it was valuable to their clinical area or should be discarded. They determined the value using their personal clinical experience, and according to the respect they held for the person sending the information. The sorted the valuable information according to when they could access it and how they wanted to interact with it. When nurses accessed formal learning, mobile devices allowed the nurse to minimize the impact of learning on their personal lives. Nurses reported downloading their learning before traveling and engaged with that learning while en route to work. They accessed course materials in time that was usually wasted while waiting for children's activities or appointments. Nurses also interacted with learning by listening to podcasts while doing household chores or exercising. The findings of this research should be used to increase the nurse's ability to access and engage with postgraduate learning using mobile devices and other strategies.