一项由同伴提供的教育干预措施，以提高护理专业学生的网络职业素养。

A Peer-Delivered Educational Intervention to Improve Nursing Student Cyberprofessionalism.

作者信息

Marnocha Suzanne, Marnocha Mark, Cleveland Rebecca, Lambie Christina, Limberg Cassandra Y, Wnuk Jacqueline

机构信息

Author Affiliations: Curler Endowed Professor of Health Science, Assistant Dean, and Prelicensure Director (Dr S Marnocha), College of Nursing, University of Wisconsin-Oshkosh; Associate Professor (Dr M Marnocha), Family and Community Medicine, Fox Valley Family Medicine Residency Program, Medical College of Wisconsin, Appleton; Assistant Director (Ms Cleveland), Student Academic Affairs, Prelicensure Program, College of Nursing; Marketing Manager and College of Nursing Advisor (Ms Lambie), Career Services, University of Wisconsin-Oshkosh; Critical Care Nurse (Ms Limberg), Emergency Department, St Nicholas Hospital, Sheboygan; and Critical Care Nurse, Respiratory Intensive Care Unit (Ms Wnuk), Aurora St Luke's Medical Center, Milwaukee, Wisconsin.

出版信息

Nurse Educ. 2017 Sep/Oct;42(5):245-249. doi: 10.1097/NNE.0000000000000368.

DOI:10.1097/NNE.0000000000000368

PMID:28252547

Abstract

Previous research documents online unprofessionalism among nursing students. The current study assessed the effects of a peer-facilitated social media education session on changes in attitudes and knowledge among recently admitted prelicensure nursing students. Uncertain or incorrect attitudes and knowledge showed significant improvements after the session. Such interventions may enhance cyberprofessionalism in future student cohorts and warrant further exploration.

摘要

先前的研究记录了护理专业学生在网络上的不专业行为。本研究评估了由同伴推动的社交媒体教育课程对新入学的准执照护理专业学生态度和知识变化的影响。课程结束后，不确定或不正确的态度和知识有了显著改善。此类干预措施可能会提升未来学生群体的网络专业素养，值得进一步探索。