To Twitter to woo : harnessing the power of social media (SoMe) in nurse education to enhance the student's experience

Sinclair, WLA, McLoughlin, M ORCID: https://orcid.org/0000-0001-7620-8228 and Warne, T 2015, 'To Twitter to woo : harnessing the power of social media (SoMe) in nurse education to enhance the student's experience' , Nurse Education in Practice, 15 (6) , pp. 507-511.

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Abstract

This paper explores some of the difficulties, challenges and rewards for student nurses and nurse academics when harnessing social media (SoMe) as part of the overall learning experience. The paper draws upon data in the form of student voices, captured through an online planned Twitter chat. This data analysis provides the basis of a case study on the student experience in practice placements. A planned 1 h Twitter chat took place in June 2013, specifically aimed at student nurses. What transpired was an illuminating debate, eliciting responses from around the globe about learning in practice, mentors, and student support that lasted over 3 h. More importantly, the Twitter chat also included qualified nurses and mentors, listening and responding in real time, offering thoughts and solutions to how support and mentoring could be improved. This was in contrast to how students, locally, currently use a paper based questionnaire to give feedback in isolation. The authenticity of this feedback is often compromised by university link lecturers' who often provide a more sanitised version of this feedback to clinical placement. This paper explores whether it is possible to facilitate a realignment and capture the zeitgeist in order to provide the opportunity for enhancing learning in practice.

Item Type:	Article
Schools:	Schools > School of Health and Society
Journal or Publication Title:	Nurse Education in Practice
Publisher:	Elsevier
ISSN:	1471-5953
Related URLs:	Publication
Funders:	Non funded research
Depositing User:	Ms Moira McLoughlin
Date Deposited:	30 Nov 2015 13:27
Last Modified:	15 Feb 2022 20:00
URI:	https://usir.salford.ac.uk/id/eprint/37159

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