Giroux Catherine M, Moreau Katherine A
Faculty of Education, University of Ottawa, 145 Jean-Jacques Lussier Pvt, OttawaOttawa, ON, K1N 9A7, Canada.
Faculty of Education, University of Ottawa, Ottawa, Canada.
BMC Nurs. 2022 Jul 22;21(1):195. doi: 10.1186/s12912-022-00977-0.
Social media has diverse applications for nursing education. Current literature focuses on how nursing faculty use social media in their courses and teaching; less is known about how and why nursing students use social media in support of their learning.
The purpose of this study was to explore how nursing students use social media in their learning formally and informally.
This exploratory qualitative case study of a Canadian School of Nursing reports on the findings of interviews (n = 9) with nursing students to explore how they use social media in their learning. Data were analyzed using a combined deductive and inductive coding approach, using three cycles of coding to facilitate category identification.
The findings demonstrate that participants use social media for formal and informal learning and specifically, as a third space to support their learning outside of formal institutional structures. Social media plays a role in the learning activities of nursing students studying both face-to-face and by distance. Accordingly, social media use has implications for learning theory and course design, particularly regarding creating space for student learning communities.
社交媒体在护理教育中有多种应用。当前文献聚焦于护理教师如何在课程和教学中使用社交媒体；而对于护理学生如何以及为何使用社交媒体来支持学习，了解较少。
本研究旨在探讨护理学生如何在正式和非正式学习中使用社交媒体。
这项对加拿大一所护理学院的探索性定性案例研究报告了对护理学生进行访谈（n = 9）的结果，以探究他们如何在学习中使用社交媒体。数据采用演绎和归纳相结合的编码方法进行分析，通过三轮编码来促进类别识别。
研究结果表明，参与者将社交媒体用于正式和非正式学习，具体而言，是作为在正式机构结构之外支持学习的第三空间。社交媒体在面对面学习和远程学习的护理学生的学习活动中都发挥着作用。因此，社交媒体的使用对学习理论和课程设计有影响，特别是在为学生学习社区创造空间方面。
