Christoph Pimmer1, Rita Abiodun2, Felicity Daniels3, Jennifer Chipps4. 1. learning.lab, Institute for Information Systems, University of Applied Sciences and Arts Northwestern Switzerland, Peter Merian-Strasse 86, 4002 Basel, Switzerland. Electronic address: Christoph.pimmer@fhnw.ch. 2. School of Nursing, University of the Western Cape, Robert Sobukwe Road, Bellville 7535, South Africa. Electronic address: 3572024@myuwc.ac.za. 3. School of Nursing, University of the Western Cape, Robert Sobukwe Road, Bellville 7535, South Africa. Electronic address: fdaniels@uwc.ac.za. 4. School of Nursing, University of the Western Cape, Robert Sobukwe Road, Bellville 7535, South Africa. Electronic address: jchipps@uwc.ac.za.
Abstract
BACKGROUND: Nurse graduates' transition into the world of work is a very challenging phase of professional development. This research examined the affordances of using moderated WhatsApp groups to support nurse graduates in this phase. APPROACH AND METHODS: Study participants, newly graduated nurses (n = 72) from South Africa, were assigned to two WhatsApp groups. The groups were facilitated by moderators during the 12-week intervention. The intervention was based on a curriculum that incorporated topics related to professional immersion that emerged from a priori needs assessment. Twelve individual interviews were carried out and analysed together with the written conversations from the WhatsApp chats using content analysis as part of an interpretive paradigm. RESULTS: Three central affordances emerged in the analysis: (1) Instructional: joint learning and cooperative problem solving in-situ; (2) Social: co-constructing proximity and providing motivational and socio-emotional support; (3) Professional: scaffolding job immersion in becoming and being a nurse. Through re-connecting relatable social ties (former students) and tapping into a medium that afforded intimacy, immediacy and high levels of ownership, the intervention offered spatially, socio-culturally and often emotionally 'dislocated' graduates a provisional space to belong to. CONCLUSIONS: The feasibility and dynamics of supporting graduates in marginalised and remote areas with a facilitated, peer-mediated and WhatsApp-based transition support group are shown; practical recommendations and challenges are discussed.
BACKGROUND: Nurse graduates' transition into the world of work is a very challenging phase of professional development. This research examined the affordances of using moderated WhatsApp groups to support nurse graduates in this phase. APPROACH AND METHODS: Study participants, newly graduated nurses (n = 72) from South Africa, were assigned to two WhatsApp groups. The groups were facilitated by moderators during the 12-week intervention. The intervention was based on a curriculum that incorporated topics related to professional immersion that emerged from a priori needs assessment. Twelve individual interviews were carried out and analysed together with the written conversations from the WhatsApp chats using content analysis as part of an interpretive paradigm. RESULTS: Three central affordances emerged in the analysis: (1) Instructional: joint learning and cooperative problem solving in-situ; (2) Social: co-constructing proximity and providing motivational and socio-emotional support; (3) Professional: scaffolding job immersion in becoming and being a nurse. Through re-connecting relatable social ties (former students) and tapping into a medium that afforded intimacy, immediacy and high levels of ownership, the intervention offered spatially, socio-culturally and often emotionally 'dislocated' graduates a provisional space to belong to. CONCLUSIONS: The feasibility and dynamics of supporting graduates in marginalised and remote areas with a facilitated, peer-mediated and WhatsApp-based transition support group are shown; practical recommendations and challenges are discussed.
Authors: Cristina Gómez-Moreno; Eva García-Carpintero Blas; Pablo Lázaro; Esperanza Vélez-Vélez; Gregorio Jesús Alcalá-Albert Journal: Int J Qual Stud Health Well-being Date: 2022-12