Social networking in nursing education: integrative literature review

Kakushi, Luciana Emi; Évora, Yolanda Dóra Martinez

doi:10.1590/1518-8345.1055.2709

Cited by 33 publications

(19 citation statements)

References 15 publications

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“…Identification of ethical, legal and professional issues raises the question of whether health professionals need to have a specific orientation issued by regulatory agencies (23) . In the field of academic education, social networks have been effective tools in helping to develop the teaching-learning process, particularly for undergraduate students (33,35,38,(46)(47) , data which corroborate the findings of a national study on the use of social networks in nursing education (19) . The pedagogical use of social networking technologies as a learning tool is of growing interest to students (33) .…”

Section: Discussionsupporting

confidence: 64%

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Social networks in nursing work processes: an integrative literature review

Mesquita

Zamarioli

Fulquini

et al. 2017

Rev. esc. enferm. USP

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Objective: To identify and analyze the available evidence in the literature on the use of social networks in nursing work processes. Method: An integrative review of the literature conducted in PubMed, CINAHL, EMBASE and LILACS databases in January 2016, using the descriptors social media, social networking, nursing, enfermagem, redes sociais, mídias sociais, and the keyword nursing practice, without year restriction. Results: The sample consisted of 27 international articles which were published between 2011 and 2016. The social networks used were Facebook (66.5%), Twitter (30%) and WhatsApp (3.5%). In 70.5% of the studies, social networks were used for research purposes, in 18.5% they were used as a tool aimed to assist students in academic activities, and in 11% for executing interventions via the internet. Conclusion: Nurses have used social networks in their work processes such as Facebook, Twitter and WhatsApp to research, teach and watch. The articles show several benefits in using such tools in the nursing profession; however, ethical considerations regarding the use of social networks deserve further discussion. descriPtors Nursing; Social Networking; Nursing Informatics; Review. Social networks in nursing work processes: an integrative literature reviewAs redes sociais nos processos de trabalho em enfermagem: revisão integrativa da literatura Las redes sociales en los procesos laborales de enfermería: revisión integrativa de la literatura

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Section: Discussionsupporting

confidence: 64%

“…Thus, an integrative literature review was carried out in the Brazilian context with the objective of identifying the use of social networks in nursing education (19) . According to the results, the use of social networks in the area of nursing education has brought several benefits to students, educators, professionals and institutions.…”

Section: Introductionmentioning

confidence: 99%

Social networks in nursing work processes: an integrative literature review

Mesquita

Zamarioli

Fulquini

et al. 2017

Rev. esc. enferm. USP

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“…These figures include high levels of SoMe activity among undergraduate students for educational as well as social purposes (Ali, 2016;Guraya, 2016;Knight-McCord et al, 2016;Roblyer, McDaniel, Webb, Herman, & Witty, 2010;Tess, 2013) and such usage parallels the availability of remote SoMe access achieved through uptake in smart devices (Buchholz, Perry, Weiss, & Cooley, 2016;Evrim, 2014;Gökçearslan, Mumcu, Haşlaman, & Çevik, 2016;Ozdalga, Ozdalga, & Ahuja, 2012;Ponce, Méndez, & Peñalvo, 2014). In the early to mid2000s, SoMe and Web 2.0 arose as new, exciting and innovative technologies (Boyd & Ellison, 2007) that instructors began to incorporate into educational activities (Booth & Hultén, 2003;Mazer, Murphy, & Simonds, 2007) and the increasing interest in SoMe during this period is reflected in the volume of educational literature on this topic (Asiri & Househ, 2016;Aydin, 2012;Kakushi & Evora, 2016;Lafferty & Manca, 2015;McAndrew & Johnston, 2012;Pander, Pinilla, Dimitriadis, & Fischer, 2014;& Cochran, 2012), blurring of the staff-student boundary (Mazer et al, 2007); unprofessional usage (Kitsis et al, 2016); and impacts on lecturer credibility (Hutchens & Hayes, 2014). Barriers can also exist at the institutional level in terms of a culture in HE that has been described as resistant to the uptake of new technologies (Bonzo & Parchoma, 2010;Roblyer et al, 2010;Selwyn, 2007).…”

Section: Introductionmentioning

confidence: 99%

Social media: Insights for medical education from instructor perceptions and usage

Keenan¹,

Slater²,

Matthan³

2018

MedEdPublish

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This article was migrated. The article was marked as recommended. The popularity and utility of social media in medical education have progressed dramatically during the last decade. Social media are increasingly used for educational and professional purposes and are known to be both theoretically beneficial and practically effective. We have investigated the perceptions and usage of social media by educators across multiple disciplines, roles and demographics in order to determine the present situation regarding social media as educational tools. We show that discipline and demographics have limited impact on perceptions of the value of social media. As medical educators, we consider our findings to be broadly pertinent to undergraduate medical education. Results presented here indicate that many educators at UK universities consider social media to be educationally valuable. However, this is not always directly translated into usage due to the presence of certain barriers. This finding is characterised by a disparity between the extent of positive perceptions of social media and the amount of practical usage within the context of medical education and other undergraduate disciplines. Our work has shed some light on the reasons why educators may choose not to use social media, in addition to how and why they do use it, which can provide a basis for developing strategies for training medical educators in approaches to social media in learning and teaching, and for encouraging appropriate usage of these valuable educational tools.

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“…However, this is an approach that is fast growing globally, especially among students and with their teachers [30,31]. A program such as mainstreaming Kenya-NP can take advantage for such an innovative learning approach to enhance affordable sharing of information and continuing learning among nurses actively learning the Kenya-NP and their mentors.…”

Section: Nursing Education In Kenyamentioning

confidence: 99%