Social media and drug resistance in nursing training: Using a Twitterchat to develop an international community of practice for antimicrobial resistance

Twitter Chats as an Alternative to Discussion Boards in Graduate Nursing Courses

BACKGROUND

Health care is increasingly dependent on technology and social media for communication. Nurse educators are tasked with developing a nursing workforce equipped with digital literacy to deliver safe, quality patient care. Twitter (now X) chats are an alternative social engagement opportunity for online nursing education students that can facilitate digital literacy.

METHOD

The instructor of an 8-week online nursing education course revised three required discussions as Twitter chats. Written instructions for the Twitter chats were provided, as well as a podcast. Self-report data and Twitter analytics were analyzed.

RESULTS

Findings identified the benefits of incorporating a social media platform into traditional coursework. Chats helped students view course objectives in a new light and increased understanding of class content.

CONCLUSION

Twitter is a social media technology that can help nursing students educationally and professionally. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Global digital social learning as a strategy to promote engagement in the era of COVID-19

AIMS AND OBJECTIVES

To assess formative and summative milestones in a digital course and the reach to low- and middle-income countries of a Massive Open Online Course focussing on supporting nurses dealing with an emerging pandemic.

BACKGROUND

The severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) has ravaged the globe and increased the need for timely and accurate information from reliable sources. Access to reliable and accurate information, as well as support, is important in achieving health systems strengthening. Using a Massive Open Online Course format, an educational resource aimed at large-scale interactive participation via the Internet, and participants were engaged in a course focussing on nursing in a time of crisis and involved using social learning principles.

DESIGN

Observational descriptive study.

METHOD

Routinely collected data were collated during the period of 18 May-18 July 2020 focused on both formative and summative milestones in the course. Data were separated and classified by income in accordance with the publicly accessible 2020 World Bank Open Dataset.

RESULTS

During the 2-month period of observation (18 May-18 July 2020), 10,130 individuals from 156 countries enrolled in the course. More than 51% of participants were Active Learners. Thirty per cent completed over 90% of the course content by the end. There was widespread distribution of learners in low- and middle-income countries across Asia, Africa and Latin America.

CONCLUSION

The COVID-19 pandemic has underscored the importance of reliable and valid information sources. The use of Massive Open Online Course format can facilitate dissemination.

RELEVANCE TO CLINICAL PRACTICE

In the context of a dynamic global pandemic, leveraging digital resources to allow access to reliable information and resources is important. Incentivising participation through recognition of learning is important. Engaging in a social learning platform also has the power for reflection, promotion of resilience and capacity for health systems strengthening.