Diffusion of social media in nursing education: A scoping review.

DESIGN: Scoping review using Arksey and O'Malley framework to synthesise the data. A global scoping review was undertaken to investigate SoMe diffusion in pre-registration nursing education. Pre-registration student nurses. A protocol was created and reported following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews Checklist. 10 data bases were searched: Academic Search Ultimate; CINAHL Complete; CINAHL Ultimate; eBook Collection (EBSCOhost); eBook Nursing Collection; E-Journals; MEDLINE Complete; Teacher Reference Center and Google Scholar. 1651 articles were derived from the search and 27 articles were included in this review. Timeline, geographical origin, methodology and findings of evidence are presented. SoMe is an innovation with relatively high perceived attributes, especially from students' perspectives. There is a difference between SoMe adoption in learning by nursing students and universities and the dichotomy between curriculum and nursing students' learning needs. The adoption process is not yet completed for universities. To be able to support learning, nurse educators and university systems should find ways of diffusing SoMe innovation in learning. [Abstract copyright: Copyright © 2023 The Authors. Published by Elsevier Ltd.. All rights reserved.

How to appraise qualitative research

In order to make a decision about implementing evidence into practice, nurses need to be able to critically appraise research. Nurses also have a professional responsibility to maintain up-to-date practice. This paper provides a guide on how to critically appraise a qualitative research paper

An exploration of social participation in Caribbean student nurses' use of social media in their learning journey

Aims: To identify how social participation facilitates pre-registration student nurses learning and professional development using social media. Design: A social survey using thematic analysis to explore Caribbean student nurses' views of social media usage from an open-ended question in a survey. Methods: A qualitative analysis of student nurses from Jamaica and Trinidad and Tobago, who completed an open-ended question in a survey. Data were analysed using thematic analysis. Results/Findings: The three themes identified were: (1) Social media and communica-tion; (2) Social media and self-care; and (3) Social media and learning. Conclusion: This paper used qualitative evidence to identify and report a new way of viewing SoMe in nursing education as a student- centred educational learning tool. SoMe can improve the effectiveness of student nurses learning, while developing fundamen-tal skills (open- mindedness, critical thinking, professionalism and decision- making) for nursing practice. Social participation and connectivism theory are embedded in student nurses' learning journey. However, it has been used by student nurses outside the tradi-tional university teaching and their capacity to own their personal learning. To meet the new generation of student nurses' learning needs, it is important that higher education institutions develop guidance, support and use of social media for learning to support student nurses in their education as students and also future professionals. Impact: This study addresses how social participation is used in social media to con-tribute to Caribbean student nurses' education. The main finding is the introduction of a new learning theory supporting learning using social media. This study has an impact on using social media for learning. Patient or Public Contribution: No patient or public contribution

Diffusion of innovation, pre‐registration/licence student nurses' use of social media: A reflexive thematic analysis

Aim To identify and report the use of social media among pre‐registration (pre‐licence) student nurses. Methods 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. Results 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. Conclusions 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. Impact 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

Diffusion of social media in nursing education: A scoping review

OBJECTIVES: DESIGN: Scoping review using Arksey and O'Malley framework to synthesise the data. SETTINGS: A global scoping review was undertaken to investigate SoMe diffusion in pre-registration nursing education. PARTICIPANTS: Pre-registration student nurses. METHODS: A protocol was created and reported following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews Checklist. 10 data bases were searched: Academic Search Ultimate; CINAHL Complete; CINAHL Ultimate; eBook Collection (EBSCOhost); eBook Nursing Collection; E-Journals; MEDLINE Complete; Teacher Reference Center and Google Scholar. RESULTS: 1651 articles were derived from the search and 27 articles were included in this review. Timeline, geographical origin, methodology and findings of evidence are presented. CONCLUSIONS: SoMe is an innovation with relatively high perceived attributes, especially from students' perspectives. There is a difference between SoMe adoption in learning by nursing students and universities and the dichotomy between curriculum and nursing students' learning needs. The adoption process is not yet completed for universities. To be able to support learning, nurse educators and university systems should find ways of diffusing SoMe innovation in learning

Student nurses' experiences of discrimination and racism on work placements: What can higher education institutions do?

Background There is persistent interpersonal, institutional and structural racism within the health sector and higher education. Such anti-Black and anti-Brown racisms are experienced by nursing students, nursing apprentices and fully qualified nurses. This discrimination intersects with other characteristics, namely gender and student status, which can make the nursing profession an unsafe environment for many. Objectives To understand student nurses' experiences of racism and intersecting oppressions, at university and on work placement. Design A qualitative descriptive study with individual interviews and focus groups. Settings A widening participation higher education institution in London, UK. Participants Twenty-four student nurses and nurse apprentices studying on an adult nursing programme. Methods Students were recruited through purposive sampling. In-depth data relating to student nurses' perspectives and experiences were gathered through two focus groups and three individual interviews conducted by student nurse peers. Interviews were transcribed verbatim and open coding was used to analyse transcripts using comparison and thematic analysis. Results Three key themes arose: safety and support in the university space; hierarchical treatment in work placements due to intersecting race and ‘student’ identities, and; direct racism by patients and staff in work placements. Conclusions Student nurses expressed their vulnerability to discrimination and racism whilst on placement in the National Health Service. More opportunities within university curricula are needed for student nurses to learn about, reflect on, and gain support for managing experiences of discrimination in the health system

An exploration of social participation in Caribbean student nurses' use of social media in their learning journey

Aims To identify how social participation facilitates pre-registration student nurses learning and professional development using social media. Design A social survey using thematic analysis to explore Caribbean student nurses' views of social media usage from an open-ended question in a survey. Methods A qualitative analysis of student nurses from Jamaica and Trinidad and Tobago, who completed an open-ended question in a survey. Data were analysed using thematic analysis. Results/Findings The three themes identified were: (1) Social media and communication; (2) Social media and self-care; and (3) Social media and learning. Conclusion This paper used qualitative evidence to identify and report a new way of viewing SoMe in nursing education as a student-centred educational learning tool. SoMe can improve the effectiveness of student nurses learning, while developing fundamental skills (open-mindedness, critical thinking, professionalism and decision-making) for nursing practice. Social participation and connectivism theory are embedded in student nurses' learning journey. However, it has been used by student nurses outside the traditional university teaching and their capacity to own their personal learning. To meet the new generation of student nurses' learning needs, it is important that higher education institutions develop guidance, support and use of social media for learning to support student nurses in their education as students and also future professionals. Impact This study addresses how social participation is used in social media to contribute to Caribbean student nurses' education. The main finding is the introduction of a new learning theory supporting learning using social media. This study has an impact on using social media for learning. Patient or Public Contribution No patient or public contribution

Student nurses' experiences of discrimination and racism on work placements: What can higher education institutions do

Background There is persistent interpersonal, institutional and structural racism within the health sector and higher education. Such anti-Black and anti-Brown racisms are experienced by nursing students, nursing apprentices and fully qualified nurses. This discrimination intersects with other characteristics, namely gender and student status, which can make the nursing profession an unsafe environment for many. Objectives To understand student nurses' experiences of racism and intersecting oppressions, at university and on work placement. Design A qualitative descriptive study with individual interviews and focus groups. Settings A widening participation higher education institution in London, UK. Participants Twenty-four student nurses and nurse apprentices studying on an adult nursing programme. Methods Students were recruited through purposive sampling. In-depth data relating to student nurses' perspectives and experiences were gathered through two focus groups and three individual interviews conducted by student nurse peers. Interviews were transcribed verbatim and open coding was used to analyse transcripts using comparison and thematic analysis. Results Three key themes arose: safety and support in the university space; hierarchical treatment in work placements due to intersecting race and ‘student’ identities, and; direct racism by patients and staff in work placements. Conclusions Student nurses expressed their vulnerability to discrimination and racism whilst on placement in the National Health Service. More opportunities within university curricula are needed for student nurses to learn about, reflect on, and gain support for managing experiences of discrimination in the health system

The Role of Percentage of Prostate-specific Antigen Reduction After Focal Therapy Using High-intensity Focused Ultrasound for Primary Localised Prostate Cancer. Results from a Large Multi-institutional Series

Focal therapy (FT) for prostate cancer (PCa) is emerging as a novel therapeutic approach for patients with low- to intermediate-risk disease, in order to provide acceptable oncological control, whilst avoiding the side effects of radical treatment. Evidence regarding the ideal follow-up strategy and the significance of prostate-specific antigen (PSA) kinetics after treatment is needed. In this study, we aimed to assess the value of the percentage of PSA reduction (%PSA reduction) after FT in predicting the likelihood of any additional treatment or any radical treatment. We retrospectively analysed a multicentre cohort of 703 men receiving FT for low- and intermediate-risk PCa. Overall, the rates of any additional treatment and any radical treatment were 30% and 13%, respectively. The median follow-up period was 41 mo. The median %PSA reduction after FT was 73%. At Cox multivariable analysis, %PSA reduction was an independent predictor of any additional treatment (hazard ratio [HR]: 0.96; p 90%, the probability of any additional treatment within 5 yr was 20%. Conversely, for %PSA reduction of <10%, the probability of receiving any additional treatment within 5 yr was roughly 70%. This study is the first to assess the role of %PSA reduction in the largest multicentre cohort of men receiving FT for PCa. Given the lack of standardised follow-up strategies in the FT field, the use of the %PSA reduction should be considered

Ih Current Is Necessary to Maintain Normal Dopamine Fluctuations and Sleep Consolidation in Drosophila

HCN channels are becoming pharmacological targets mainly in cardiac diseases. But apart from their well-known role in heart pacemaking, these channels are widely expressed in the nervous system where they contribute to the neuron firing pattern. Consequently, abolishing Ih current might have detrimental consequences in a big repertoire of behavioral traits. Several studies in mammals have identified the Ih current as an important determinant of the firing activity of dopaminergic neurons, and recent evidences link alterations in this current to various dopamine-related disorders. We used the model organism Drosophila melanogaster to investigate how lack of Ih current affects dopamine levels and the behavioral consequences in the sleep∶activity pattern. Unlike mammals, in Drosophila there is only one gene encoding HCN channels. We generated a deficiency of the DmIh core gene region and measured, by HPLC, levels of dopamine. Our data demonstrate daily variations of dopamine in wild-type fly heads. Lack of Ih current dramatically alters dopamine pattern, but different mechanisms seem to operate during light and dark conditions. Behaviorally, DmIh mutant flies display alterations in the rest∶activity pattern, and altered circadian rhythms. Our data strongly suggest that Ih current is necessary to prevent dopamine overproduction at dark, while light input allows cycling of dopamine in an Ih current dependent manner. Moreover, lack of Ih current results in behavioral defects that are consistent with altered dopamine levels