Caleb Ferguson1, Michelle DiGiacomo2, Bernard Saliba3, Janet Green3, Calvin Moorley4, Aileen Wyllie3, Debra Jackson5,6. 1. a Graduate School of Health , University of Technology Sydney , PO Box 123, Jones St, Ultimo, Sydney , NSW 2007 , Australia. 2. b Faculty of Health , Centre for Cardiovascular & Chronic Care , University of Technology Sydney , Sydney , NSW 2007 , Australia. 3. c Faculty of Health , University of Technology Sydney , Sydney , NSW 2007 , Australia. 4. d School of Health & Social Care , London South Bank University , London , UK. 5. e Faculty of Health & Life Sciences , Oxford Brookes University , Oxford , UK. 6. f School of Health , University of New England , Armidale , NSW , Australia.
Abstract
BACKGROUND: Social media platforms are useful for creating communities, which can then be utilised as a mean for supportive, professional and social learning. OBJECTIVE: To explore first year nursing student experiences with social media in supporting student transition and engagement into higher education. DESIGN: Qualitative focus groups. METHODS: Ten 1st year Bachelor of Nursing students were included in three face-to-face focus groups. Data were analysed using qualitative thematic content analysis. RESULTS: Three key themes emerged that illustrates the experiences of transition and engagement of first year student nurses using social media at university. (1) Facilitating familiarity and collaboration at a safe distance, (2) promoting independent learning by facilitating access to resources, and (3) mitigating hazards of social media. CONCLUSION: This study has demonstrated the importance of social media in supporting informal peer-peer learning and support, augmenting online and offline relationships, and building professional identity as a nurse.
BACKGROUND: Social media platforms are useful for creating communities, which can then be utilised as a mean for supportive, professional and social learning. OBJECTIVE: To explore first year nursing student experiences with social media in supporting student transition and engagement into higher education. DESIGN: Qualitative focus groups. METHODS: Ten 1st year Bachelor of Nursing students were included in three face-to-face focus groups. Data were analysed using qualitative thematic content analysis. RESULTS: Three key themes emerged that illustrates the experiences of transition and engagement of first year student nurses using social media at university. (1) Facilitating familiarity and collaboration at a safe distance, (2) promoting independent learning by facilitating access to resources, and (3) mitigating hazards of social media. CONCLUSION: This study has demonstrated the importance of social media in supporting informal peer-peer learning and support, augmenting online and offline relationships, and building professional identity as a nurse.
Entities:
Keywords:
Facebook; curriculum planning; e-learning; first year experience; nurse education; social media; student engagement; student transition