Using Facebook to enhance commencing student confidence in clinical skill development: a phenomenological hermeneutic study

Watson, Bernadette, Cooke, Marie and Walker, Rachel (2015) Using Facebook to enhance commencing student confidence in clinical skill development: a phenomenological hermeneutic study. Nurse Education Today, 36 1-6. doi:10.1016/j.nedt.2015.07.019


Author Watson, Bernadette
Cooke, Marie
Walker, Rachel
Title Using Facebook to enhance commencing student confidence in clinical skill development: a phenomenological hermeneutic study
Journal name Nurse Education Today   Check publisher's open access policy
ISSN 1532-2793
0260-6917
Publication date 2015-01-01
Year available 2016
Sub-type Article (original research)
DOI 10.1016/j.nedt.2015.07.019
Open Access Status Not Open Access
Volume 36
Start page 1
End page 6
Total pages 6
Place of publication Kidlington, United Kingdom
Publisher Churchill Livingstone
Language eng
Subject 2900 Nursing
3304 Education
Abstract AIM: The purpose of this study was to explore commencing nursing students' experience of Facebook as an adjunct to on-campus course delivery to determine its impact as a learning strategy for improving confidence in clinical skill development.
Formatted abstract
Aim: The purpose of this study was to explore commencing nursing students' experience of Facebook as an adjunct to on-campus course delivery to determine its impact as a learning strategy for improving confidence in clinical skill development.

Background: Approaches supporting nursing students in the development of clinical skills have relied on ‘real-life’ clinical placements and simulated on-campus clinical laboratories. However students continue to report a lack of confidence in their clinical skills for practice. Social networking sites including Facebook are being used as a learning strategy to stimulate active and collaborative learning approaches.

Design: A hermeneutic phenomenological approach was used to provide an understanding of the experience of confidence in clinical skills development for nursing students.

Methods: Data were collected through in-depth interviews with commencing students about their experience as learners using Facebook and their perceptions of the impact on their clinical skill development. Settings and Participants: Ten first-year student nurses at one university in south-east Queensland, Australia.

Findings: Four themes emerged from the data including: ‘We're all in this together’; ‘I can do this’; ‘This is about my future goals and success’; and, ‘Real time is not fast enough!’. These themes provide new meaningful insights demonstrating students' sense of confidence in clinical skills was increased through engagement with a dedicated Facebook page.

Conclusions: The findings of this study have relevance to academics in the design of learning strategies for clinical courses to further support student confidence and engagement through peer collaboration and active learning processes.
Keyword Clinical skills development
Facebook
Hermeneutic phenomenology
Student nurses
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Nursing, Midwifery and Social Work Publications
 
Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 3 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 3 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Created: Tue, 01 Sep 2015, 13:37:13 EST by System User on behalf of Scholarly Communication and Digitisation Service