O'Connor Siobhan, Jolliffe Sarah, Stanmore Emma, Renwick Laoise, Booth Richard
School of Health and Social Care, Edinburgh Napier University, Edinburgh, UK.
University Hospital of South Manchester NHS Foundation Trust, Manchester, UK.
J Adv Nurs. 2018 Oct;74(10):2273-2289. doi: 10.1111/jan.13799. Epub 2018 Aug 21.
To synthesize evidence on the effectiveness of social media in nursing and midwifery education.
Social media are being explored to see if these online tools can support teaching, learning, and assessment.
A mixed study systematic review.
A systematic search of PubMed, MEDLINE, CINAHL, Scopus, and ERIC was run in January 2016. An updated search was run in June 2017. No date limits were applied.
Titles, abstracts, and full papers were screened against inclusion criteria by two independent reviewers, who extracted and quality assessed data. Synthesis followed a sequential explanatory approach.
Twelve studies were included. Social media seemed to support students to acquire new knowledge and skills. The learning process centred on the interactive nature of the platforms which allow information to be dynamically shared and discussed in near real time. The characteristics of social media enabled social support and a more student-centred setting, which appeared to enhance collaborative learning, although information quality was sometimes problematic. Learning via social media was underpinned by how well the educational interventions were organized, digital literacy and e-Professionalism of students and faculty, the accessibility of the online applications, and personal motivation.
This review provides the first rigorous synthesis of social media in nursing and midwifery education. A new Social Media Learning Model was conceptualized to aid our understanding of learning via this technology. Knowledge gaps are identified and recommendations on how to capitalize on social media to improve learning in higher and continuing education provided.
综合关于社交媒体在护理和助产教育中有效性的证据。
正在探索社交媒体，以确定这些在线工具是否能支持教学、学习和评估。
一项混合研究的系统评价。
2016年1月对PubMed、MEDLINE、CINAHL、Scopus和ERIC进行了系统检索。2017年6月进行了更新检索。未设置日期限制。
由两名独立评审员根据纳入标准筛选标题、摘要和全文，他们提取并对数据进行质量评估。综合采用序贯解释法。
纳入了12项研究。社交媒体似乎支持学生获取新知识和技能。学习过程以平台的互动性为中心，这种互动性使信息能够近乎实时地动态共享和讨论。社交媒体的特性提供了社会支持和更以学生为中心的环境，这似乎增强了合作学习，尽管信息质量有时存在问题。通过社交媒体学习取决于教育干预措施的组织程度、学生和教师的数字素养和电子专业精神、在线应用程序的可及性以及个人动机。
本综述首次对社交媒体在护理和助产教育中的应用进行了严谨的综合分析。构建了一个新的社交媒体学习模型，以帮助我们理解通过这项技术进行的学习。识别了知识差距，并就如何利用社交媒体改善高等教育和继续教育中的学习提出了建议。
