Suchergebnisse

ABSTRACTSocial media is widely used, including among health professional educators. As a teaching strategy, social media can be helpful to nursing educators, and has been found to be useful in teaching nursing students regarding "communication, professionalism, healthcare policy and ethics" (Schmitt, Sims-Giddens and Booth 2012). With many current nursing students preferring learning environments and strategies that are enriched by technology, a thorough understanding of the implications of the use of social media in the instruction of nursing education is needed. Particularly the potential benefits and risks warrant continued evaluation. In the instruction of nursing students, social media interaction with faculty can be used as a training methodology for professional communication (Arrigoni, Alvaro, Vellone, and Vanzetta 2016). Social media can provide a way for nursing faculty to promote the use of technological professional engagement, a skill competency that is often lacking among nursing students (Schmitt et al. 2012).Despite a number of reviews being readily locatable on the current best practices regarding social media use in nursing education (Ross and Meyers 2017), little is available regarding applicability to graduate nursing students. Therefore, the purpose of this work is to conduct an integrative review of the available evidence regarding the utilization of social media in teaching graduate nursing students. Only two articles were located that were specifically relevant to gradate nursing education. The located articles reported small scale initiatives and case studies. Further exploration of the available literature is needed in regard to graduate work specifically as professional communication is a key competency of many graduate nursing programs.

This open access book provides the theoretical and pedagogical foundations for a promising new approach to civic education: using social media to teach civics. While many measures indicate that youth civic engagement has long been in decline, many of these measures fail to take into account all of the ways that youth can interact with civic life. One of these understudied ways is through social media, including platforms like Twitter, where young people have the opportunity to encounter the news, engage with people in power, and bring attention to the needs in their community. Throughout this volume, Chapman explores how and why teachers can use social media to teach civics, as well as how it might meet the needs of students in ways other approaches do not.

Reclaiming Knowledge asserts the necessity of a strong view of knowledge for a robust sociology of knowledge, for both researching the curriculum and developing policy. Divided into four sections or investigations, the central question underlying this book is how, in a world of uncertainty and challenge, do we develop a responsible knowledge practice?