Mistry Virendra
Br J Nurs. 2011;20(20):1292-6. doi: 10.12968/bjon.2011.20.20.1292.
In 2010, the Joint Information Systems Committee (JISC) funded a project to explore the usefulness of Twitter as a teaching tool. The project, which was based at the Clinical Simulation Centre at the University of Glamorgan, involved the creation of four short, videoed clinical scenarios and used a high-fidelity mannequin-based simulator. A group of twelve learners on a BSc Critical Care course accessed these videos asynchronously and were encouraged to 'tweet' very short messages on the evolving condition of the patient in the videos, on key clinical decision points or respond to specific questions posted by the tutors. Another group of learners on a pre-registration nursing course used Twitter in a synchronous, face-to-face classroom environment and also tweeted their responses to the videos. The overall aim of the project was to explore the merits, or otherwise, of Twitter as a tool to scaffold learning and engage nursing students in reflection and clinical decision making.
2010年，联合信息系统委员会（JISC）资助了一个项目，以探究推特作为一种教学工具的实用性。该项目以格拉摩根大学临床模拟中心为基地，制作了四个简短的视频临床场景，并使用了基于高仿真人体模型的模拟器。一组参加理学学士重症护理课程的12名学习者异步访问了这些视频，并被鼓励就视频中患者病情的发展、关键临床决策点“发推文”，或回复导师提出的特定问题。另一组参加预注册护理课程的学习者在同步的面对面课堂环境中使用推特，并就视频发表了自己的回复。该项目的总体目标是探究推特作为一种支持学习并促使护理专业学生进行反思和临床决策的工具的优点或其他方面。
