Ann M Price1, Kate Devis2, Gayle LeMoine3, Sarah Crouch4, Nicole South5, Rosa Hossain6. 1. School of Nursing, Canterbury Christ Church University, North Holmes Road, Canterbury, Kent CT1 1QU, United Kingdom. Electronic address: ann.price@canterbury.ac.uk. 2. School of Nursing, Canterbury Christ Church University, North Holmes Road, Canterbury, Kent CT1 1QU, United Kingdom. Electronic address: kate.devis@canterbury.ac.uk. 3. School of Nursing, Canterbury Christ Church University, North Holmes Road, Canterbury, Kent CT1 1QU, United Kingdom. Electronic address: gayle.lemoine@canterbury.ac.uk. 4. School of Nursing, Canterbury Christ Church University, North Holmes Road, Canterbury, Kent CT1 1QU, United Kingdom. Electronic address: sarah.crouch@canterbury.ac.uk. 5. School of Nursing, Canterbury Christ Church University, Rowan Williams Court, 30 Pembroke Court, Chatham Maritime, Kent ME4 4UF, United Kingdom. Electronic address: nicole.south@canterbury.ac.uk. 6. Canterbury Christ Church University, North Holmes Road, Canterbury, Kent CT1 1QU, United Kingdom. Electronic address: rosa.hossain@canterbury.ac.uk.
Abstract
INTRODUCTION: Social media rapidly disseminates information but is a controversial learning platform in nurse education. This study aimed to explore how students viewed the use of Twitter, and other social media, in their first year of a nursing degree. AIM: The aim of this study was to evaluate first year student nurses' use of social media, before and after commencing a pre-registration programme, where Twitter was used in a module. METHODOLOGY: A cross-sectional approach using a descriptive survey was completed. METHODS: An online survey, that included Likert scale and open questions, was open for one month in 2016. SAMPLE: All students on Nursing Undergraduate Degrees, in Adult, Child and Mental Health, who were in the first year of their programme were eligible to participate. 121 students took part with a response rate of 32%. RESULTS: Most students were positive about using social media as they found it an engaging way to promote discussion and share information. Students use of Twitter changed in the first year with 19.8% using it once or more per week on commencement of the programme which increased to 45.5%; other social media platforms remained static. Most students (57.8%) understood the purpose of using Twitter although 14% reported that it was not used within their module; thus, not all students gained experience of using the social media. 81% of students said that using Twitter had been beneficial to increase awareness of nursing issues within their course. However, there were areas that students found difficult such as time, and not knowing what to say. CONCLUSION: The study suggests that teaching about social media, and incorporating it into learning activities, may be beneficial for students. However, more research into the subject using an experimental design to assess changes over time would be useful.
INTRODUCTION: Social media rapidly disseminates information but is a controversial learning platform in nurse education. This study aimed to explore how students viewed the use of Twitter, and other social media, in their first year of a nursing degree. AIM: The aim of this study was to evaluate first year student nurses' use of social media, before and after commencing a pre-registration programme, where Twitter was used in a module. METHODOLOGY: A cross-sectional approach using a descriptive survey was completed. METHODS: An online survey, that included Likert scale and open questions, was open for one month in 2016. SAMPLE: All students on Nursing Undergraduate Degrees, in Adult, Child and Mental Health, who were in the first year of their programme were eligible to participate. 121 students took part with a response rate of 32%. RESULTS: Most students were positive about using social media as they found it an engaging way to promote discussion and share information. Students use of Twitter changed in the first year with 19.8% using it once or more per week on commencement of the programme which increased to 45.5%; other social media platforms remained static. Most students (57.8%) understood the purpose of using Twitter although 14% reported that it was not used within their module; thus, not all students gained experience of using the social media. 81% of students said that using Twitter had been beneficial to increase awareness of nursing issues within their course. However, there were areas that students found difficult such as time, and not knowing what to say. CONCLUSION: The study suggests that teaching about social media, and incorporating it into learning activities, may be beneficial for students. However, more research into the subject using an experimental design to assess changes over time would be useful.
Authors: Adam G Pizzuti; Karan H Patel; Erin K McCreary; Emily Heil; Christopher M Bland; Eric Chinaeke; Bryan L Love; P Brandon Bookstaver Journal: PLoS One Date: 2020-02-06 Impact factor: 3.240