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Conference Paper/Proceeding/Abstract 753 views

Sustaining connections during practice placements: Supporting first year nursing students using Skype.

Tessa Watts Orcid Logo, Hywel Thomas, Lauren Piercey, Elen Davies, Craig Thomas

International Networking for Education in Healthcare

Swansea University Author: Tessa Watts Orcid Logo

Abstract

In promoting integration and engagement and enhancing retention, completion and success, the need for effective student support has never been greater. Support is an imperative for nursing students who face additional challenges associated with simultaneously learning and ‘working’. These challenges...

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Published in: International Networking for Education in Healthcare
Published: 2015
URI: https://cronfa.swan.ac.uk/Record/cronfa23036
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fullrecord <?xml version="1.0"?><rfc1807><datestamp>2015-09-10T19:03:01.9425031</datestamp><bib-version>v2</bib-version><id>23036</id><entry>2015-09-10</entry><title>Sustaining connections during practice placements: Supporting first year nursing students using Skype.</title><swanseaauthors><author><sid>645eba17f8610ddff17b5022bc7f279c</sid><ORCID>0000-0002-1201-5192</ORCID><firstname>Tessa</firstname><surname>Watts</surname><name>Tessa Watts</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2015-09-10</date><deptcode>FGMHL</deptcode><abstract>In promoting integration and engagement and enhancing retention, completion and success, the need for effective student support has never been greater. Support is an imperative for nursing students who face additional challenges associated with simultaneously learning and &#x2018;working&#x2019;. These challenges are primarily associated with the leap into an unknown world: that of work based clinical placements and the &#x2018;reality shock&#x2019; many experience (Kevern &amp; Webb, 2004). Students may find that they have to adapt rapidly to the world of work, the peripatetic lifestyle whilst at the same time contend with the intensity, complexity, unpredictability and emotional dimensions of professional practice. Whilst most cope, some find placements extremely challenging (Walsh, 2007). Coupled with academic and other demands, these challenges can have an overwhelming cumulative effect. For some pressures become intolerable, early enthusiasm wanes, priorities are reassessed and they fall by the wayside. Indeed issues linked with clinical placements contribute to students&#x2019; decisions to leave (Watts, 2011). While mentorship support should be provided locally, students may be isolated from their treasured support networks: their peers and personal tutors. Placements which are geographically distal to the University compound students&#x2019; relative isolation. For academics, supporting students in clinical areas is fraught with challenges. Yet there are opportunities to capitalise on the potential offered by the advancing digital, mobile technologies that so many undergraduates are familiar with. Indeed, advances in digital mobile technologies are having a transformative impact on pedagogical approaches. However, while the value of social media as an engagement tool in education is recognised (George &amp; Dellasega, 2011), its integration and use in initial nursing education is in its infancy (Schmitt, Sims-Gibbins, &amp; Booth, 2012). Given the diversity of the nursing student population, the nature and structure of the professional programme conjoined with accessibility and convergence of smart mobile devices, the internet and new software applications, creatively used social media can be an effective pedagogical tool. It can be to enhance the learning experience for information can be disseminated in real time and interaction and feedback may be instantaneous. Moreover social media use promotes active learning whilst also offering flexibility. It may be used to foster integration and create online learning communities of support. Whilst not a substitute for face to face contact, social media can be useful means of sustaining communication and support during students&#x2019; placements. This paper reports findings from the investigation of the use of the Skype&#xA9; social media platform as an additional means of communicating with and supporting first year nursing students during their clinical placements. The findings will be of interest to academics engaged in programmes with work based components and also for those with international learning opportunities. Moreover, whilst recognising potential implications in terms of costs and technological requirements, the findings could pave the way for exploration of further mobile technology enhanced learning.</abstract><type>Conference Paper/Proceeding/Abstract</type><journal>International Networking for Education in Healthcare</journal><publisher/><keywords>Social media digital mobile technologies student support personal tutoring</keywords><publishedDay>9</publishedDay><publishedMonth>9</publishedMonth><publishedYear>2015</publishedYear><publishedDate>2015-09-09</publishedDate><doi/><url/><notes></notes><college>COLLEGE NANME</college><department>Medicine, Health and Life Science - Faculty</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>FGMHL</DepartmentCode><institution>Swansea University</institution><apcterm/><lastEdited>2015-09-10T19:03:01.9425031</lastEdited><Created>2015-09-10T18:53:19.9807726</Created><path><level id="1">College of Human and Health Sciences</level><level id="2">Nursing</level></path><authors><author><firstname>Tessa</firstname><surname>Watts</surname><orcid>0000-0002-1201-5192</orcid><order>1</order></author><author><firstname>Hywel</firstname><surname>Thomas</surname><order>2</order></author><author><firstname>Lauren</firstname><surname>Piercey</surname><order>3</order></author><author><firstname>Elen</firstname><surname>Davies</surname><order>4</order></author><author><firstname>Craig</firstname><surname>Thomas</surname><order>5</order></author></authors><documents/><OutputDurs/></rfc1807>
spelling 2015-09-10T19:03:01.9425031 v2 23036 2015-09-10 Sustaining connections during practice placements: Supporting first year nursing students using Skype. 645eba17f8610ddff17b5022bc7f279c 0000-0002-1201-5192 Tessa Watts Tessa Watts true false 2015-09-10 FGMHL In promoting integration and engagement and enhancing retention, completion and success, the need for effective student support has never been greater. Support is an imperative for nursing students who face additional challenges associated with simultaneously learning and ‘working’. These challenges are primarily associated with the leap into an unknown world: that of work based clinical placements and the ‘reality shock’ many experience (Kevern & Webb, 2004). Students may find that they have to adapt rapidly to the world of work, the peripatetic lifestyle whilst at the same time contend with the intensity, complexity, unpredictability and emotional dimensions of professional practice. Whilst most cope, some find placements extremely challenging (Walsh, 2007). Coupled with academic and other demands, these challenges can have an overwhelming cumulative effect. For some pressures become intolerable, early enthusiasm wanes, priorities are reassessed and they fall by the wayside. Indeed issues linked with clinical placements contribute to students’ decisions to leave (Watts, 2011). While mentorship support should be provided locally, students may be isolated from their treasured support networks: their peers and personal tutors. Placements which are geographically distal to the University compound students’ relative isolation. For academics, supporting students in clinical areas is fraught with challenges. Yet there are opportunities to capitalise on the potential offered by the advancing digital, mobile technologies that so many undergraduates are familiar with. Indeed, advances in digital mobile technologies are having a transformative impact on pedagogical approaches. However, while 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). Given the diversity of the nursing student population, the nature and structure of the professional programme conjoined with accessibility and convergence of smart mobile devices, the internet and new software applications, creatively used social media can be an effective pedagogical tool. It can be to enhance the learning experience for information can be disseminated in real time and interaction and feedback may be instantaneous. Moreover social media use promotes active learning whilst also offering flexibility. It may be used to foster integration and create online learning communities of support. Whilst not a substitute for face to face contact, social media can be useful means of sustaining communication and support during students’ placements. This paper reports findings from the investigation of the use of the Skype© social media platform as an additional means of communicating with and supporting first year nursing students during their clinical placements. The findings will be of interest to academics engaged in programmes with work based components and also for those with international learning opportunities. Moreover, whilst recognising potential implications in terms of costs and technological requirements, the findings could pave the way for exploration of further mobile technology enhanced learning. Conference Paper/Proceeding/Abstract International Networking for Education in Healthcare Social media digital mobile technologies student support personal tutoring 9 9 2015 2015-09-09 COLLEGE NANME Medicine, Health and Life Science - Faculty COLLEGE CODE FGMHL Swansea University 2015-09-10T19:03:01.9425031 2015-09-10T18:53:19.9807726 College of Human and Health Sciences Nursing Tessa Watts 0000-0002-1201-5192 1 Hywel Thomas 2 Lauren Piercey 3 Elen Davies 4 Craig Thomas 5
title Sustaining connections during practice placements: Supporting first year nursing students using Skype.
spellingShingle Sustaining connections during practice placements: Supporting first year nursing students using Skype.
Tessa Watts
title_short Sustaining connections during practice placements: Supporting first year nursing students using Skype.
title_full Sustaining connections during practice placements: Supporting first year nursing students using Skype.
title_fullStr Sustaining connections during practice placements: Supporting first year nursing students using Skype.
title_full_unstemmed Sustaining connections during practice placements: Supporting first year nursing students using Skype.
title_sort Sustaining connections during practice placements: Supporting first year nursing students using Skype.
author_id_str_mv 645eba17f8610ddff17b5022bc7f279c
author_id_fullname_str_mv 645eba17f8610ddff17b5022bc7f279c_***_Tessa Watts
author Tessa Watts
author2 Tessa Watts
Hywel Thomas
Lauren Piercey
Elen Davies
Craig Thomas
format Conference Paper/Proceeding/Abstract
container_title International Networking for Education in Healthcare
publishDate 2015
institution Swansea University
college_str College of Human and Health Sciences
hierarchytype
hierarchy_top_id collegeofhumanandhealthsciences
hierarchy_top_title College of Human and Health Sciences
hierarchy_parent_id collegeofhumanandhealthsciences
hierarchy_parent_title College of Human and Health Sciences
department_str Nursing{{{_:::_}}}College of Human and Health Sciences{{{_:::_}}}Nursing
document_store_str 0
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description In promoting integration and engagement and enhancing retention, completion and success, the need for effective student support has never been greater. Support is an imperative for nursing students who face additional challenges associated with simultaneously learning and ‘working’. These challenges are primarily associated with the leap into an unknown world: that of work based clinical placements and the ‘reality shock’ many experience (Kevern & Webb, 2004). Students may find that they have to adapt rapidly to the world of work, the peripatetic lifestyle whilst at the same time contend with the intensity, complexity, unpredictability and emotional dimensions of professional practice. Whilst most cope, some find placements extremely challenging (Walsh, 2007). Coupled with academic and other demands, these challenges can have an overwhelming cumulative effect. For some pressures become intolerable, early enthusiasm wanes, priorities are reassessed and they fall by the wayside. Indeed issues linked with clinical placements contribute to students’ decisions to leave (Watts, 2011). While mentorship support should be provided locally, students may be isolated from their treasured support networks: their peers and personal tutors. Placements which are geographically distal to the University compound students’ relative isolation. For academics, supporting students in clinical areas is fraught with challenges. Yet there are opportunities to capitalise on the potential offered by the advancing digital, mobile technologies that so many undergraduates are familiar with. Indeed, advances in digital mobile technologies are having a transformative impact on pedagogical approaches. However, while 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). Given the diversity of the nursing student population, the nature and structure of the professional programme conjoined with accessibility and convergence of smart mobile devices, the internet and new software applications, creatively used social media can be an effective pedagogical tool. It can be to enhance the learning experience for information can be disseminated in real time and interaction and feedback may be instantaneous. Moreover social media use promotes active learning whilst also offering flexibility. It may be used to foster integration and create online learning communities of support. Whilst not a substitute for face to face contact, social media can be useful means of sustaining communication and support during students’ placements. This paper reports findings from the investigation of the use of the Skype© social media platform as an additional means of communicating with and supporting first year nursing students during their clinical placements. The findings will be of interest to academics engaged in programmes with work based components and also for those with international learning opportunities. Moreover, whilst recognising potential implications in terms of costs and technological requirements, the findings could pave the way for exploration of further mobile technology enhanced learning.
published_date 2015-09-09T03:33:32Z
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