Cathala Xabi, Moorley Calvin
School of Health & Psychological Sciences, City St George's, University of London, London, UK.
School of Nursing and Midwifery, Institute of Health & Social Care, London South Bank University, London, UK.
J Adv Nurs. 2025 Apr;81(4):1978-1991. doi: 10.1111/jan.16405. Epub 2024 Aug 20.
To identify and report the use of social media among pre-registration (pre-licence) student nurses.
A social survey was conducted in 2019 to explore student nurses' views of social media usage. Diffusion of innovation theory and social identity theory were used as the theoretical framework. A reflexive thematic analysis was undertaken of responses to an open-ended question.
351 responses were analysed. Four themes emerged: Social media as a communication tool that helps to keep in contact and communicate with friends, family, colleagues and peers; Social media and self-care including a sense of pride, boosting morale and helping to relax; Social media and learning by sharing experiences, chatting, posts and social media and professionalism, participants expressed confusion over the use of social media professionally.
The diffusion of social media among UK student nurses is advancing in different aspects of UK student nurses' lives. However, the diffusion seems to slow down when it comes to the professional system. They express concerns that one social system can negatively impact another and have repercussions on a personal and/or professional level and therefore prevent UK student nurses from developing social media proficiencies. Guidance and support should be offered to UK student nurses to develop their social identity across the different systems. This diffusion can help to educate student nurses and future professionals in a globally connected world.
Social media features in student nurses' personal and professional lives and presents challenges for social identity which is woven into the personal and professional personas. Nursing faculties should have social media competencies embedded into the curricula to develop and strengthen students' social and professional identities across the different systems.
No Patient or Public Contribution.
识别并报告预注册（预执业）护生中社交媒体的使用情况。
2019年进行了一项社会调查，以探究护生对社交媒体使用的看法。创新扩散理论和社会认同理论被用作理论框架。对一个开放式问题的回答进行了反思性主题分析。
分析了351份回复。出现了四个主题：社交媒体作为一种沟通工具，有助于与朋友、家人、同事和同龄人保持联系和交流；社交媒体与自我护理，包括自豪感、提升士气和帮助放松；社交媒体与通过分享经验、聊天、帖子进行学习以及社交媒体与专业精神，参与者对社交媒体在专业方面的使用表示困惑。
社交媒体在英国护生生活的不同方面不断发展。然而，在专业体系方面，这种发展似乎有所放缓。他们担心一个社会体系会对另一个产生负面影响，并在个人和/或专业层面产生反响，从而阻碍英国护生发展社交媒体技能。应该为英国护生提供指导和支持，以在不同体系中发展他们的社会认同。这种发展有助于在全球互联的世界中教育护生和未来的专业人员。
社交媒体在护生的个人和专业生活中都有体现，并对融入个人和专业角色的社会认同构成挑战。护理学院应将社交媒体能力纳入课程，以在不同体系中培养和强化学生的社会和专业认同。
无患者或公众贡献。
