Nursing Students’ Use of Electronic and Social Media

Westrick, Susan J.

doi:10.5480/14-1358

Cited by 44 publications

(32 citation statements)

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“…19 However, there is evidence to suggest generational discrepancy in use, 15,17 with younger generations having a greater online presence. 20 In 2015, 88% of 16-24-year-olds used social media daily, compared to 60% aged 65 and older. 19 What does the GDC say?…”

Section: Tweetmentioning

confidence: 99%

“…The Pew Research Centre has reported two thirds of adults online use Facebook, 15,18 with more than 1 billion active users worldwide. 20 During an online search, Facebook has many groups for dentists, including 'For Dentists, by Dentists' , groups for individual marketing, as well as pages for associations such as the Faculty of General Dental Practice UK (FGDP[UK]) and British Academy of Cosmetic Dentistry (BACD). In both of these, there are social networking links to other forms of social media, and opportunities to sign up for membership, which allows for networking, links to learning materials, courses and forums.…”

Section: Facebookmentioning

confidence: 99%

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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: Tweetmentioning

confidence: 99%

Section: Facebookmentioning

confidence: 99%

The risks and benefits of social media in dental foundation training

Bhola

Hellyer

2016

Br Dent J

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“…Another important consideration highlighted by the study and voiced by other authors2 4 is the growing importance of digital professionalism in nursing education. This study reinforces the concept of digital professionalism suggesting that this competency should be commensurable with numeracy and communication skills, and purposefully avoiding social media within education constitutes a lost opportunity.…”

Section: Commentarymentioning

confidence: 84%

Meaningful use of Twitter in nursing education may improve student learning and should be considered as a viable educational tool to assist in the development of digital professionalism

Booth¹,

O’Connor

2016

Evid Based Nurs

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Implications for practice and research▪ Nurse educators should consider incorporating the meaningful use of Twitter into curricula as a mechanism to offer students an interactive and dynamic learning experience related to digital professionalism.▪ Further research is needed to measure learning outcomes and develop deeper insights towards appropriate pedagogic theories that can be used to underpin social media use in nursing education. ContextThe literature exploring social media in nursing education is growing and suggests there is value in using this online, interactive medium to engage students in a range of topics to enhance learning and develop elements of digital professionalism. 1 2 This study by Jones and colleagues delved into the practicalities of deploying Twitter as an assessed element in an undergraduate nursing programme and discussed various implications for students and faculty. MethodsThis research adopted a case study design and mixed methods to explore the use of Twitter as an assessed component within undergraduate nursing curricula. A short digital professionalism session/webinar provided the study backdrop and the rationale for incorporating Twitter into a blended, introductory educational module undertaken by students at Plymouth University. Two cohorts of nursing students participated in the study, after an initial pilot phase: 450 first year students in the first group, followed by a subsequent 97 first year students in the second cohort. The study used surveys to gather student demographics and opinions related to the value of the activity. Twitter analytic data were also collected to measure online engagement between study participants and a range of external Twitter user accounts (eg, @WeNurses, NHSEngland). The researchers used multiple statistical tests to analyse quantitative findings. Thematic analysis was used to explore qualitative data. FindingsMost nursing students thought Twitter was a worthwhile activity and felt they had 'learned something' by being involved in the study. Nursing students valued gaining a wider understanding of healthcare issues and professional development insights through their interaction with other Twitter users. The findings also enabled nurse educators to quickly refine teaching and assessment strategies related to the use of Twitter, including the generation of a student-focused value proposition addressing the question of 'why social media', and the need to step student adoption expectations in relation to technical competency and usage. CommentaryThis study focused on the viability of using Twitter as a platform to educate nursing students to the importance of digital professionalism. Students' perception of the activity's worthiness and whether learning occurred were key variables explored, along with findings related to the pedagogical complexities of introducing, supporting and sustaining educational opportunities using social media. These findings generate useful and pragmatic insights for educators contemplating using social media technologies ...

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“…4 Meanwhile, unprofessional contents online posted by nurses have been well documented, including the violation of patient privacy and confidentiality, inappropriate workplace photos and recurrently appeared in news headlines. 7 Furthermore, the inappropriate use of social media by medical students has professionalism concerns among faculty and administration in medical education in numerous contexts. 8 –10 Although emerging evidence had shown that nursing students hold positive attitudes toward professional and academic use of social media, unprofessional contents including negative and inappropriate comments about faculty and teaching staff, patient information, cyberbullying, use of drugs or alcohol and sexually suggestive content are witnessed online.…”

Section: Introductionmentioning

confidence: 99%

Utilization and professionalism toward social media among undergraduate nursing students

Zhu

Xiong

et al. 2020

Nurs Ethics

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Background: Social media has become an integrated part of nursing profession, requiring nursing students to develop confidentiality and professional fitness to practice. The aim of this study was to investigate nursing students’ usage, professionalism and attitudes toward social media. Methods: A cross-section study was conducted online among undergraduate nursing students (n = 654). Questionnaires of self-directed learning, self-efficacy and usage and views toward social media were administered. Ethical considerations: Ethical approval was obtained from the Hubei University of Chinese Medicine. Results: All participants were social media users. QQ (93.2%) was the most frequently used. 74.5% respondents spent 2–6 h on social media daily. The majority held positive attitudes toward social media. Year group and gender had influence on perceptions and attitudes toward social media. Furthermore, 81.5% students believed that social media positively influenced self-directed learning. Self-directed learning and learning motivation acted as predictors of the attitudes toward social media. Meanwhile, 67.3% students had posted personal photos and videos online, and 82.4% of them did not have privacy setting on social media. In addition,13.8% students attacked others or posted improper photos online. 22.9% participants witnessed improper posts from schoolmates or teachers, such as complaints about schoolmates or teachers (22.2%), foul language (11.1%), violence (3.9%), sexually suggestive photos (2.6%) and patient confidentiality (0.7%). In all, 15.0% respondents accepted “friend request” from patients. A total of 58.2% students were not aware of professional standards of behavior online for health care providers. In addition, 52.3% participants insisted that it is essential to develop social media and professionalism course for nursing students. Conclusion: Nursing students use social media extensively. Some students are at risk of carrying out unprofessional behavior which have detrimental effects on students’ future opportunities. This suggests that best practices and training in nurse education should be implemented to help students to be informed of professionalism.

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Nursing Students’ Use of Electronic and Social Media

Cited by 44 publications

References 4 publications

The risks and benefits of social media in dental foundation training

The risks and benefits of social media in dental foundation training

Meaningful use of Twitter in nursing education may improve student learning and should be considered as a viable educational tool to assist in the development of digital professionalism

Utilization and professionalism toward social media among undergraduate nursing students

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