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Sustaining connections during practice placements: supporting first year nursing students using Skype©
Hywel Thomas, Senior LecturerDepartment of Nursing, College of Human
and Health Science
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The Skype© team • Tessa Watts – Associate Professor • Hywel Thomas – Senior Lecturer CHHS• Elen Davies – Librarian, ISS • Katrina Hall – Librarian, ISS• Lauren Piercy – 2nd year Mental Health Nursing
student • Craig Thomas – IT support, ISS
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Outline • Background • Study aims & objectives • Method – Participatory action research using
world café• Findings• Discussion • Conclusion
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1.44 billion monthly active users as of March 31, 2015
936 million daily active users on average for March 2015
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302 million Twitter monthly active users worldwide
500 million Tweets a day which means about 5,700 Tweets a second
Most followers = Katy Perry: 71,825,990
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Background• Eight in every ten new University students now
own a smartphone (UCAS Media, 2012)• Every student in September 2014 Mental Health
Nursing group (n= 70) had a smart phone; • Nursing students are digitally fluent: – 62.7% familiar with using Skype© (Costa et al.,
2011);– 66% using smartphones in their nursing education
(Lippincott, Williams, & Wilkins, 2012).
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Social media and Nursing EducationAdvances in digital technologies are having a transformative impact on pedagogical approaches Social media use: – promotes active learning whilst also offering flexibility;– enhances the learning experience as:• information can be disseminated in real time;• interaction and feedback may be instantaneous.
Whilst the value of social media as an engagement tool in education is recognised (George & Dellasega, 2011), its integration and use in initial nursing education is in its infancy (Schmitt, Sims-Gibbins, & Booth, 2012).
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Student support in higher education
In promoting integration and engagement and enhancing retention, completion and success, the need for effective student support has never been greater (Watts, 2011).
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Nursing students face additional challenges
• Simultaneously learning and ‘working’.• The leap into an unknown world: that of work based
clinical placements and the ‘reality shock’ many experience (Kevern & Webb, 2004).
• Contend with the intensity, complexity, unpredictability and emotional dimensions of professional practice.
• Most cope, yet some find placements extremely challenging (Walsh, 2007)
• Issues linked with clinical placements contribute to students’ decisions to leave (Watts, 2011).
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Project Aim
To explore the use and effectiveness of Skype© as means of sustaining connections and promoting support for first year mental health nursing students during clinical placements.
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Project Objectives • To identify ways in which Skype may be used by personal tutors to support student
engagement with personal tutors during clinical placement component of modules;• To develop a toolkit and guidance for the use of Skype© to communicate with and
support students during clinical placements; • To identify and evaluate the effectiveness of Skype© as a medium of
communication between personal tutors and students during clinical practice placements;
• To identify and explore the effectiveness of Skype© as a medium of support for students during their clinical placements.
• To understand the facilitators of and barriers to using Skype© as a medium for support and communication during clinical placements.
• To engage nursing students in project planning, implementation, evaluation and dissemination.
• To enthuse staff to consider integrating new technologies in course design, development and delivery.
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Method
A participatory action research (PAR) approach was used as this would offer an opportunity for academics and students to work collaboratively and present students with a unique opportunity to engage in research, the organisation and evaluation of an event (World Café) and dissemination of findings.
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Statistics for study • 65 MH students for S14 • 54 female / 11 male• Age range 18 – 47 yrs• Average age of the group 26 yrs • 40 attending the world café event on 16th April • 18 students stated to using Skype to engage
with Personal Tutor
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World Café Event
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Findings
• Skype© as a tool to optimise the learning environment;
• Barriers to using Skype©• Utilising advancing digital technologies to create
and sustain support networks in cyberspace.
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Do you think that social media offers new opportunities to enhance aspects of higher education ?
a. True b. False
29%
71%
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What alternative mode of support (oppose to direct face to face contact) would you consider as means of sustaining communication & support during student placement with the University?
a. Facebook b. Twitterc. Skyped. Face Time via applee. Other
Face
book
Skype
Face
Time via apple
Other
21%
3%
38%
3%
35%
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Skype© as a tool to optimise the learning environment
Students appeared to embrace the idea of engaging with social media whilst studying.
• 29 students engaged in practice • Resource efficient :
– Time efficient – Financial
• Familiar resource • Immediate clarification • Interactive
– Visual presence– Attentiveness– Feel more at ease
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Skype© as a tool to optimise the learning environment
However:
• Preferred contact methods with Personal Tutors were email / phone / face to face:
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Would you consider utilising social media in an attempt to sustain engagement with University or Local Health board
a. Yes b. No
Yes
No
44%
56%
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Barriers • Suboptimal relational environment;
– Skype© loses the human touch. (Gp 4)– Impersonal, can’t judge body language (Gp 1)
• Professional aspects– Not allowed to use phones on placement (Gp 4)– Blurring of personal/professional boundaries– Confidentiality of information– Evidence of discussion
• Intrusion– Security – people adding you on Skype (Gp2)– Did not accept contact request – Invasion of privacy (Gp1) – Appearance
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Barriers • Placement hours vary v 9 – 5pm lecturer role • Student preference - pressure to use Skype (Gp1) • Preferred method of communication from lecturer - one personal tutor group no students engaged • Preparedness to use new technology
– Need more support for those unfamiliar with the technology. (Gp 3)– Computer illiterate. (Gp5)– Utilise full use of Skype resources
• Technological Limitations– Some of the technology is not advanced enough (GP3);– Not always available – connectivity issues WiFi (GP1)
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Utilising advancing digital technologies to create and sustain support networks in cyberspace
• Further training / teaching on utilising Skype & social media
- lessons be specific on use, introduced in the curriculum, practice technology (Gp 3)
- more information & support ‘info guide’
• Structure / organisation - contact list shared staff Skype names (Gp 4 ) - establish / build relationship first with Tutor (Gp 1) - expand use, not just tutorials e.g. SGW - only evaluated after 2 placement periods
• Facilities - Skype room in hospital
- Skype technology already in place link Swansea & SDP
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student comment
‘It’s the way of the world that technology is advancing and whilst it has a place in nursing I wonder if its fully appropriate for pre registration nursing particularly with communication in mind in terms of obtaining a therapeutic relationship. Maybe old fashioned thinking I appreciate’Student post it note comment 16th April 2015
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Conclusion
• Students did engage with its use & technology • Encountered a lot of barriers that can be
addressed and worth revisiting to trail again• Expand use of social media in the curriculum • Longer time frame / engage with other
branches • Thanks you for listening, any questions • Any questions
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References Costa, P. B., Prado, C., Oliveira, L. D. F. T. D., Peres, H. H. C., Massarollo, M. C. K. B., Fernandes,
M. D. F. P., . . . Freitas, G. F. D. (2011). Digital fluency and the use of virtual environments: The characterization of nursing students. Revista Da Escola De Enfermagem Da USP, 45, 1589-1594. George, D. R., & Dellasega, C. (2011). Use of social media in graduate-level medical humanities education: Two pilot studies from Penn State College of Medicine. Medical Teacher, 33, e429-e434.Kevern, J., & Webb, C. (2004). Mature women's experiences of preregistration nurse education. Journal of Advanced Nursing, 45, 297-306.Lippincott, Williams, & Wilkins. (2012). As smartphone usage expands, survey says nurses and
nursing students want mobile access to credible drug data. Retrieved from http://www.wolterskluwerhealth.com/News/Pages/As-Smartphone-Usage-Expands,- Survey-Says-Nurses-and-Nursing-Students-Want-Mobile-Access-to-Credible-Drug- Data.aspx
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References (continued)and useful links
Schmitt, T. L., Sims-Giddens, S. S., & Booth, R. G. (2012). Social media use in nursing education. Online Journal of Issues in Nursing, 17(3). doi: 10.3912/OJIN.Vol17No03Man02UCAS Media. (2012). Eight out of ten freshers have smartphones: Does student marketing now
mean mobile marketing? Retrieved from http://www.ucasmedia.com/news/2013/eight-out-of-ten-freshers-have- smartphonesWalsh, L. (2007). Final report for Health Professions Wales research fellowship 2005-2006.
Unpublished report. Swansea, School of Health Science, Swansea University.Watts, T.E. (2011). Supporting undergraduate nursing students through structured personal
tutoring: Some reflections. Nurse Education Today, 31, 214-218. doi:10.1016/j.nedt.2010.06.005
World café articles can be found at http://bitly.com/saltworldcafeSkype articles can be found at http://bitly.com/saltskype