Engaging Learners With Social Media

Pilcher, Jobeth; Harper, Mary G.

doi:10.1097/nnd.0000000000000256

Cited by 3 publications

(11 citation statements)

References 14 publications

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“…General consensus from the literature states that social media is 'computer mediated' and enables people to exchange information. 3 Balakrishnan defines social media as follows: 'social media generally allows users to create, share, and exchange data with others. Social media services such as Facebook, Twitter, and YouTube allow people from diverse backgrounds to express themselves and connect with other users across the world' .…”

Section: Introductionmentioning

confidence: 99%

The risks and benefits of social media in dental foundation training

Bhola

Hellyer

2016

Br Dent J

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The use of social media has greatly expanded in the last decade, with widespread use of smartphones, the internet, and other multimedia to enhance learning. There is evidence to suggest that social media has a place in healthcare education, but there is limited research to suggest the effectiveness or use of it in dental foundation training. This paper discusses the risks and benefits of social media and suggests that a better understanding of social media and its role in the development and practice of newly qualified dental professionals could benefit both trainees and trainers.

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Section: Introductionmentioning

confidence: 99%

The risks and benefits of social media in dental foundation training

Bhola

Hellyer

2016

Br Dent J

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“…The general consensus from the literature states that social media is 'computer mediated' and enables people to exchange information. [3] Balakrishnan defines social media as follows: 'social media generally allows users to create, share, and exchange data with others. Social media services such as Facebook, Twitter, and YouTube allow people from diverse backgrounds to express them-selves and connect with other users across the world'.…”

Section: Discussionmentioning

confidence: 99%

Assessment and role of social media in dental education

Sanghera¹,

Neb²,

Kaur³

et al. 2021

SPR

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This study conducts a survey with voluntary predoctoral dental students who had experience using a variety of dental applications (Apps) and social media in their dental education. The target group was fourth- yearpredoctoral dental students. Amongst 60, 20 students (33.3%) are those who expected an overall increase of 2-3% in their academic score and 30 students (50%) expected an increase of 5-8% in their score and 6.6% that is 4 students expected an increase of 10-12% and 6 students (10%) are those who expected more than 12% increase in their academic score.20 students (33.3%) thought that social media has impacted the outcome of the result and the rest 40 (66.6%) thought that social media had not impacted the result. We found that 40 students (66.6%) spent 2-3 hours on WhatsApp, 10 students (16.6%) spent 4-6 hours and 8 students (13.3%) spent 7-9 hours on WhatsApp. Only 2 students (3.33%) spent more than 10 hours on WhatsApp. This digital media has helped us in expanding our knowledge and learning things which we are not aware of, without this media.

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“…Nearly all of the identified papers and studies (n = 10) were situated from the general nursing context; only two papers were within the emergency nursing context (Bakhsh & Perona, 2019;Hernandez et al, 2019). The majority of papers (n = 8) were published in or after 2016 (Almeida et al, 2018;Bakhsh & Perona, 2019;De Sousa et al, 2018;Hernandez et al, 2019;Jackson, 2017;Pilcher & Harper, 2016;Pizzuti et al, 2020;Reinbeck & Antonacci, 2019). The majority of papers (n = 7) were largely conceptual in nature and talked about how social media or a specific social media platform could be used for education (Almeida et al, 2018;Billings, 2009;Bristol, 2010;Moorley & Chinn, 2015;Pilcher & Harper, 2016;Reinbeck & Antonacci, 2019;Wilson et al, 2014).…”

Section: Study Informationmentioning

confidence: 99%

“…The majority of papers (n = 8) were published in or after 2016 (Almeida et al, 2018;Bakhsh & Perona, 2019;De Sousa et al, 2018;Hernandez et al, 2019;Jackson, 2017;Pilcher & Harper, 2016;Pizzuti et al, 2020;Reinbeck & Antonacci, 2019). The majority of papers (n = 7) were largely conceptual in nature and talked about how social media or a specific social media platform could be used for education (Almeida et al, 2018;Billings, 2009;Bristol, 2010;Moorley & Chinn, 2015;Pilcher & Harper, 2016;Reinbeck & Antonacci, 2019;Wilson et al, 2014). The remaining papers discussed either an intervention or survey with respect to social media (Bakhsh & Perona, 2019;De Sousa et al, 2018;Hernandez et al, 2019;Jackson, 2017;Pizzuti et al, 2020).…”

Section: Study Informationmentioning

confidence: 99%

“…Of the social media platforms that were identified, Facebook (De Sousa et al, 2018;Jackson, 2017;Moorley & Chinn, 2015;Pilcher & Harper, 2016;Reinbeck & Antonacci, 2019), Twitter (Bristol, 2010;Jackson, 2017;Moorley & Chinn, 2015;Pilcher & Harper, 2016;Reinbeck & Antonacci, 2019;Wilson et al, 2014), and YouTube (Bakhsh & Perona, 2019;Hernandez et al, 2019;Moorley & Chinn, 2015;Reinbeck & Antonacci, 2019) had the most mentions. Neither FOAM nor FOAN was explicitly mentioned in any of the included papers that were targeted to nursing.…”

Section: Figurementioning

confidence: 99%

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Use of Social Media and Free Open Access Medicine (FOAM) for Continuing Education in Emergency Nursing: A Scoping Review

Tenorio,

Siegmund,

Oxland

et al. 2024

CJEN

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Objective: Emergency nurses are responsible for ensuring that they have up-to-date knowledge and skills to deal with any situation that may present in clinical practice. As an emerging trend for learners to obtain and discuss evidence-based medical education, social media, Free Open Access Medical education (FOAM) and Free Open Access Nursing education (FOAN) could be used for continuing education in emergency nursing. This scoping review aims to discover what is known about social media and FOAM in continuous emergency nursing education. Methods: This scoping review was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses – Extension for Scoping Reviews (PRISMA-ScR). The review searched three databases (Medline, CINAHL, and Web of Science) for any paper that discussed social media or FOAM in the context of continuing education in either general or emergency nursing published in any year. Of the 346 records screened, 12 studies were reviewed for their description of social media for continuing education use and any reported challenges or outcomes. Results: The current state of literature is limited in describing the use of social media with continuing education specifically in emergency nursing. Rather than as a primary educational intervention, social media has been used to enhance other educational strategies or as in-the-moment forms of learning. Studies that utilized social media showed favorability to its use, but there were often challenges to the methodology of these studies. Despite papers describing the elements of FOAM, papers within the nursing literature did not use this term. Conclusion: Although the literature on social media in emergency and general nursing literature is growing, it is superficial and broad. More studies are needed to see the overall effects of social media in continuing education in emergency nursing. Keywords: continuing education, emergency nursing, nursing education, social media.

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Engaging Learners With Social Media

Abstract: Can social media be used to promote learning? This article includes an overview of social networking sites with specific examples of how nursing professional development practitioners might use each for professional development activities.

Cited by 3 publications

References 14 publications

The risks and benefits of social media in dental foundation training

The risks and benefits of social media in dental foundation training

Assessment and role of social media in dental education

Use of Social Media and Free Open Access Medicine (FOAM) for Continuing Education in Emergency Nursing: A Scoping Review

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