Supporting student nurses in practice with additional online communication tools

Social Media in Nursing Education: A Systematic Review

BACKGROUND

Although social media is emerging as an educational tool in health care professions, little is known about which social media platforms support nursing education in different situations.

METHOD

This systematic review examined and ranked the level of evidence that supports social media use in nursing education.

RESULTS

A total of 19 studies published between 2017 and 2022 were evaluated and described in an evidence table. Results revealed social media is used in a variety of settings and in different ways, including providing enhanced learning for hands-on skills, supporting course activities such as journal clubs, and creating a sense of community and belongingness.

CONCLUSION

Social media in health care education can address asynchronous learning management system issues; create community belongingness; and support student collaboration; however, such uses also may allow a loss of privacy. [J Nurs Educ. 2024;63(1):6-9.].

Exploring newly qualified nurses' experiences of support and perceptions of peer support online: A qualitative study

AIMS AND OBJECTIVES

To explore newly qualified nurses' support needs and their perceptions of online peer support.

BACKGROUND

The experience of being a newly qualified nurse is stressful and isolating. Support from colleagues and peers can enhance perceptions of competence and confidence in newly qualified nurses, improve well-being and aid retention. However, despite initiatives such as preceptorship, support needs may remain unmet in busy clinical environments. Online support has potential to offer a partial solution to professional isolation, but there is a lack of research into how technology can support nurses' emotional and social well-being.

DESIGN

A qualitative exploratory study was designed, employing semi-structured focus groups, analysed using thematic analysis. The study is reported in accordance with the COnsolidated criteria for REporting Qualitative research checklist.

METHODS

Eight focus groups, supplemented by one individual interview, were conducted with newly qualified nurses between June 2018-January 2019.

FINDINGS

Two main themes arose. The first was Drowning, a lot of the time with two sub-themes: (i) Feelings and emotions about being a Newly Qualified Nurse: 'Absolutely terrified' and (ii) Support within the role: 'Somebody you can count on'. The second was Potential advantages and disadvantages of online modality: 'Somebody is going to get in that phone!' which included three sub-themes (i) Potential advantages, (ii) Potential disadvantages and (iii) Preferences and recommendations.

CONCLUSIONS

This study demonstrates that if barriers can be overcome, then online support has potential to contribute to newly qualified nurses' well-being. Further research is needed to explore technical and ethical issues around online support and evaluate its effectiveness for newly qualified nurses.

RELEVANCE TO CLINICAL PRACTICE

Online support has the potential to add to existing strategies to support nurses during stressful times. This may be particularly relevant when many staff are working under increased pressure due to the COVID-19 pandemic.

Israeli nursing students' acceptance of information and communication technologies in clinical placements

BACKGROUND

Nursing students are required to be adequately prepared to use Information and Communication Technologies (ICT) in clinical practice. Yet, studies conducted worldwide indicate personal, organizational, and social barriers reported by students and a discrepancy between clinical resources and students' needs.

PURPOSE

To explore nursing students' usage of ICT during clinical placement and the associations between students' ICT acceptance, human and organizational resources, and ICT usage.

METHOD

Data were collected from 303 second and third year Israeli nursing students, through a self-administered structured questionnaire.

RESULTS

The use of Medical Health Records during clinical placements was rated highest (M = 4.62, SD = 0.74, range 1-5), whereas the use of e-Books was rated lowest (M = 2.26, SD = 1.37, range 1-5). Positive correlations were found between ICT use and human resources, social influence, organizational resources, and performance expectancy. Significant differences were found according to study years and proficiency in computer skills between students. Perceived human resources, cultural group, Hebrew proficiency, and social influence explained 28% of students' variance in ICT usage.

CONCLUSIONS

Nurse administrators and educators should promote the preparation of clinical settings in accordance with students' needs and proficiencies. Moreover, the development of curricula and clinical practicums must also take into account the role of organizational, social, and computer proficiency in students' ICT adoption.

Nursing students' engagement with social media as an extracurricular activity: An integrative review

OBJECTIVE

To explore primary research evidence reporting the reason for undergraduate nursing students' engagement with social media as an extracurricular activity.

BACKGROUND

The formal integration of social media into nursing education has been discussed extensively in previous research. The influence of social media on nursing students' learning and class engagement has also been explored. However, despite the growing volume of literature examining the formal use of social media by undergraduate nursing students, a broader perspective on how and why nursing students engage with social media as an extracurricular activity has not yet been explored.

DESIGN

An integrative review.

METHODS

A systematic search was performed to find articles published between 2007-2019 using Ovid MEDLINE, Embase, Ovid Emcare and CINAHL Plus databases and the Google Scholar search engine. The review process is reported according to PRISMA.

RESULTS

Twelve papers met the inclusion criteria, revealing that undergraduate nursing students engaged with social media for many reasons external to their formal curricula. They engaged with social media to keep in touch with others and to entertain themselves, promote learning, find social support, develop a professional nursing identity, share their experiences as nursing students and locate job opportunities.

CONCLUSION

Undergraduate nursing students engaged with social media for numerous reasons. It supported students in their academic and personal lives by keeping them in touch with people around them. The students used social media to identify with the nursing profession; however, its influence on their professional identity development is yet to be fully explored.

RELEVANCE TO CLINICAL PRACTICE

Nursing schools should consider the myriad of reasons students engage with social media in order to optimise their professional development. Understanding how nursing students' professional identity develops via social media may be used to help sustain nursing students and support their transition into practice.

Fourth year nursing students' perceptions of their educational preparation in medication management: An interpretative phenomenological study

BACKGROUND

Medication safety is an integral aspect of patient safety. Nurses, as advocates of patient safety, actively consider medication safety in the course of their daily work. Hence, it is important to consider the educational preparation of nursing students in medication management, as future caregivers. There are inherent links between nurses' undergraduate educational preparation in medication management and patient safety.

OBJECTIVE

This research study identifies fourth-year nursing students' perceptions of their educational preparation in medication management.

DESIGN

An interpretative phenomenological methodological approach underpinned this research study.

SETTING

This study was conducted at a University in the West of Ireland.

PARTICIPANTS

Participants were final year students of three undergraduate nursing programmes, Bachelor of Science in Nursing (General), Bachelor of Science in Nursing (Intellectual Disability) and Bachelor of Science in Nursing (Mental Health).

METHODS

Fourteen semi-structured, face-to-face interviews were conducted with students on a one-to-one basis. Data were analysed using thematic content analysis.

RESULTS

The voices and interpretations of the participants in this study were fundamental to understanding nursing students' perceptions of their preparation in medication management and provided the foundation for this research. These perceptions were captured in the format of four themes: developing an understanding, embedding knowledge in practice, engaging in practice and accepting professional responsibility.

CONCLUSIONS

Findings point to the important role of the university and the clinical placement settings in nursing students' medication management education and the need for further collaboration and development across both settings. Teaching and learning strategies which promote the integration of theory and practice throughout the four years of the undergraduate degree programme should be encouraged, such as technology enhanced learning and simulation.

Using technology to support the emotional and social well-being of nurses: A scoping review

AIMS

(a) To review the literature on the use of technology to offer emotional and social support to nurses; (b) to identify and evaluate gaps in the research; (c) to assess whether a systematic review would be valuable and (d) to make recommendations for future research.

DESIGN

A robust methodological scoping framework was used as the basis for this review design. A manualized systematic approach to quality appraisal was implemented.

DATA SOURCES

Between 11-12 June 2018, five databases were searched. A search of the grey literature was conducted alongside hand searching reference lists of included studies.

REVIEW METHODS

Two researchers conducted the literature search, data extraction and quality appraisal. Three searches were conducted, combining nursing and technological terms. A narrative review approach to knowledge synthesis was used to compare and evaluate included studies.

RESULTS

Eleven articles were retrieved. Results are presented under three subheadings: (a) text messaging and messenger apps; (b) social media and online forums; and (c) online interventions accessible via PC, smartphone and tablet. All included studies described how such provision could be beneficial; decreasing stress, isolation and anxiety and fostering a sense of community.

CONCLUSION

The review identified a dearth of research into how technology can support the well-being of nurses. A high proportion of studies were based on student nurse populations using small sample sizes, therefore further research is needed.

IMPACT

Technology may offer a sustainable and accessible means of providing support for nurses who find it difficult to communicate in person due to time pressures at work. It is important that the psychological well-being of nurses is seriously addressed as more nurses are now leaving than joining the profession. Online interventions may offer a sustainable and accessible means of providing support for busy nursing staff who have difficulty finding time to communicate with one another face-to-face. Nurse retention is an international issue linked to quality of patient care. There are financial implications for healthcare providers who compensate for the workforce deficit by employing costly agency staff. This scoping review aims to map and evaluate the available literature on technology-mediated support for the emotional and social well-being of nurses. Recommendations for future research, policy and practice will be offered from the findings of the review.

Rise of the e-Nurse: the power of social media in nursing

The internet and social media have changed the way society communicates, requiring the nursing workforce to develop effective digital literacy skills and attain levels of e-professionalism. The internet provides a unique environment that both connects and disrupts with powerful and unpredictable consequences for healthcare. A networked nursing workforce can influence and create collaborative communities of practice that will develop and shape healthcare. Nurse education must engage with technology and social media to provide a future-ready workforce capable of delivering future eHealth reforms.

Baccalaureate Nursing Students' Perceptions of the Use of a Facebook Case Study as a Teaching Strategy

The millennial generation shows a strong preference for informatics and technology-rich educational environments. The purpose of this descriptive, qualitative study was to understand baccalaureate nursing students' perceptions of the use of Facebook as a platform to present patient case study data. After following a simulated patient on Facebook and developing a teaching plan based on data collected from the patient's Facebook page, undergraduate nursing students completed a survey to determine their perceptions of this teaching strategy. Five categories that emerged from the qualitative data were realism, relatability, engagement, uniqueness, and desire for expansion.

Use of Social Network Sites for Communication Among Health Professionals: Systematic Review

BACKGROUND

Although much research has been done investigating the roles of social network sites (SNSs) in linking patients and health professionals, there is a lack of information about their uses, benefits, and limitations in connecting health professions only for professional communication.

OBJECTIVE

This review aimed to examine the utilization of SNSs for communication among health professionals in (1) frontline clinical practice, (2) professional networks, and (3) education and training to identify areas for future health communication research.

METHODS

This review followed the Preferred Reporting Items for Systematic Reviews and Meta-analyses guidelines. A systematic search of the literature published in the last 10 years (January 1, 2007, to March 1, 2017) was performed in March 2017, using the following electronic databases: MEDLINE via OvidSP, EMBASE, CINAHL Complete, and InfoSci-Journals. The searches were conducted using the following defined search terms: "social media" OR "social network" OR "social network site" OR "Facebook" OR "Twitter" OR "Linkedin" OR "Instagram" OR "Weibo" OR "Whatsapp" OR "Telegram" OR "WeChat" AND "health" OR "health profession."

RESULTS

Of the 6977 papers retrieved, a total of 33 studies were included in this review. They were exploratory in nature, and the majority used surveys (n=25) and interviews (n=6). All retrieved studies stated that SNSs enhanced effective communication and information sharing. SNSs were used for supporting delivering of clinical services, making referrals, and sharing information. They were beneficial to network building and professional collaboration. SNSs were novel tools to enhance educational interactions among peers, students, instructors, and preceptors. The application of SNSs came with restraints in technical knowledge, concerns on data protection, privacy and liability, issues in professionalism, and data protection.

CONCLUSIONS

SNSs provide platforms facilitating efficient communication, interactions, and connections among health professionals in frontline clinical practice, professional networks, education, and training with limitations identified as technical knowledge, professionalism, and risks of data protection. The evolving use of SNSs necessitates robust research to explore the full potential and the relative effectiveness of SNSs in professional communication.

Support of the nurse

AIM

A multidisciplinary concept analysis of support of the nurse.

BACKGROUND

Nurses provide support on a daily basis to their patients and this aspect of support has been well established in current literature, yet support of the nurse rather than from the nurse is not readily established in recent research. The gaps in the analysis of support of nurses are addressed from a multidisciplinary approach.

METHODS

Using the Walker and Avant's method, a concept analysis of support of the nurse was conducted. Electronic databases (CINAHL, MedLine, and PyscINFO) were searched using the terms support, concept analysis, and nurse. Of the 27 articles found in the search, only seven articles met the inclusion criterion of nurse as primary subject matter.

RESULTS

The three defining attributes of support are a safe environment, connection, and communication. Antecedents of support include accessibility and information. Consequences of support are relationships formed and empowerment. The empirical referent highlighted in current literature is the Multidimensional Scale of Perceived Social Support.

CONCLUSION

While the support that nurses provide to patients has been studied for years, there is a lack of studies addressing the concept of support of nurses. Future research could fill this gap by investigating support of nurses in holistic ways, such as qualitative or mixed-method analysis. Support is not always accessible in a face to face format, so mobile and web options are presented as possible interventional opportunities to meet nurses at the bedside.

Social networks in nursing work processes: an integrative literature review

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.

OBJETIVO

Identificar e analisar as evidências disponíveis na literatura sobre a utilização de redes sociais nos processos de trabalho em enfermagem.

MÉTODO

Revisão integrativa da literatura realizada em janeiro de 2016, nas bases de dados PubMed, CINAHL, EMBASE e LILACS, com os descritores social media, social networking, nursing, enfermagem, redes sociais, mídias sociais e a palavra-chave nursing practice, sem restrição de ano.

RESULTADOS

A amostra foi composta por 27 artigos, os quais foram publicados entre 2011 e 2016, todos internacionais. As redes sociais utilizadas foram o Facebook (66,5%), o Twitter (30%) e o WhatsApp (3,5%). Em 70,5% dos estudos as redes sociais foram utilizadas para fins de pesquisa, em 18,5% como ferramenta para auxiliar estudantes nas atividades acadêmicas, e em 11% para a realização de intervenções via internet.

CONCLUSÃO

Em seus processos de trabalho, os enfermeiros têm utilizado as redes sociais Facebook, Twitter e WhatsApp para pesquisar, ensinar e assistir. Os artigos evidenciam diversos benefícios sobre o uso de tais ferramentas na profissão de enfermagem, entretanto, as considerações éticas a respeito da utilização das redes sociais merecem maior discussão.

Factors associated to clinical learning in nursing students in primary health care: an analytical cross-sectional study

OBJECTIVE

to identify the students' perception about the quality of clinical placements and asses the influence of the different tutoring processes in clinical learning.

METHODS

analytical cross-sectional study on second and third year nursing students (n=122) about clinical learning in primary health care. The Clinical Placement Evaluation Tool and a synthetic index of attitudes and skills were computed to give scores to the clinical learning (scale 0-10). Univariate, bivariate and multivariate (multiple linear regression) analyses were performed.

RESULTS

the response rate was 91.8%. The most commonly identified tutoring process was "preceptor-professor" (45.2%). The clinical placement was assessed as "optimal" by 55.1%, relationship with team-preceptor was considered good by 80.4% of the cases and the average grade for clinical learning was 7.89. The multiple linear regression model with more explanatory capacity included the variables "Academic year" (beta coefficient = 1.042 for third-year students), "Primary Health Care Area (PHC)" (beta coefficient = 0.308 for Area B) and "Clinical placement perception" (beta coefficient = - 0.204 for a suboptimal perception).

CONCLUSIONS

timeframe within the academic program, location and clinical placement perception were associated with students' clinical learning. Students' perceptions of setting quality were positive and a good team-preceptor relationship is a matter of relevance.

OBJETIVO

identificar a percepção dos estudantes de enfermagem sobre a qualidade das Práticas Clínicas em Atenção Primária à Saúde e avaliar a influência dos diferentes processos de tutoria na aprendizagem clínica.

MÉTODOS

um estudo analítico transversal realizado com alunos do segundo e do terceiro ano de enfermagem (n = 122) na aprendizagem clínica nos serviços de Atenção Primária à Saúde. A Ferramenta de Avaliação de Práticas Clínicas (Clinical Placement Evaluation Tool) e um índice sintético de atitudes e habilidades (escala de 0 a 10) foram calculados para marcar a aprendizagem clínica. Foram realizadas análises univariadas, bivariadas e multivariadas (regressão linear múltipla).

RESULTADOS

a taxa de resposta foi de 91,8%. O processo de tutoria mais indicado foi o de "preceptor-professor" (45,2%). As Práticas Clínicas foram avaliadas como "ótimas" por 55,1%, o relacionamento com a equipe-preceptor foi considerado bom por 80,4% dos casos e a classificação média para a aprendizagem clínica foi de 7,89. O modelo de regressão linear múltipla, com mais capacidade explicativa incluiu as variáveis "ano acadêmico" (coeficiente de beta = 1.042 para alunos do terceiro ano), "área de cuidados de saúde primários" (coeficiente de beta = 0,308 para a Área B) e "percepção de práticas clínicas" (beta coeficiente = - 0,204 para uma percepção menos que ótima).

CONCLUSÕES

O momento dentro do programa acadêmico, a localização e percepção das Práticas Clínicas foram associados com a aprendizagem clínica dos alunos. A percepção dos alunos sobre a qualidade do lugar das Práticas Clínicas foi positiva e um bom relacionamento da equipe-preceptor é uma questão de relevância.

OBJETIVO

identificar la percepción del alumnado de enfermería sobre la calidad de las Prácticas Clínicas y evaluar la influencia de los diferentes procesos de tutoría en el aprendizaje clínico.

MÉTODOS

estudio analítico transversal realizado con estudiantes de segundo y tercer año de enfermería (n = 122) en el aprendizaje clínico en los servicios de atención primaria de salud. La Herramienta de Evaluación de Prácticas Clínicas (Clinical Placement Evaluation Tool) y un índice sintético de las actitudes y habilidades (escala de 0 a 10) se calcularon para puntuar el aprendizaje clínico. Se realizaron análisis univariados, bivariados, multivariados (regresión lineal múltiple).

RESULTADOS

la tasa de respuesta fue del 91,8%. El proceso de tutoría más comúnmente identificado fue "preceptor-profesor" (45,2%). Las Prácticas Clínicas se evaluaron como "óptimas" en un 55,1%, la relación equipo-preceptor fue considerada buena por el 80,4% de los casos y la calificación media para el aprendizaje clínico fue de 7.89. El modelo de regresión lineal múltiple con mayor capacidad explicativa incluyó las variables "año académico" (coeficiente beta = 1.042 para los estudiantes de tercer año), "Área de Atención Primaria de la Salud" (coeficiente beta = 0,308 para el Área B) y la "percepción de las Prácticas Clínicas" (coeficiente beta = - 0,204 para una percepción subóptima).

CONCLUSIONES

el momento dentro del programa académico, la ubicación y la percepción de las Prácticas Clínicac se asociaron con el aprendizaje clínico de los estudiantes. La percepción de los estudiantes de la calidad del lugar de las Prácticas Clínicas fue positiva y la buena relación equipo-preceptor es una cuestión de relevancia.