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The Mature Student Nurse
Experience of Social Media
Experience of social online learning: a health focus
Dr Claire Mann
University of Nottingham
Professional and Health Education
Problem solving in a group
Which way is North?
https://www.youtube.com/watch?v=sA0QXbLnaE
Social Learning
• Group problem-solving involves helping all
members to maximise learning and reach the end
goal
• Different people take different approaches to
problem solving
• Resources for learning include technological
stimulus plus social experiences
• There will be clues, but also red herrings
• Sharing approaches to problem solving helps us
share professional learning
All about me
• Educationalist
• Ba (Hons) Business (p/t self funded)
– Had a baby
• Career in teaching (IT / Business)
• Back to University for certification
(PGCCE)
– Had a baby
• Masters in Educational Research Methods
(interactive whiteboard use)
– Had a baby
• PhD Veterinary Science (Ethnography of
clinical learning)
– Had a baby
• School of Nursing (RA post during write
up)
TEACHER
Hybrid Academic Career
Veterinary, Nursing,
Pharmacy
Digital
social
context
Clinical
fields
Learning and
teaching
Patient to
Professional
health
Outside-In
perspective
Professional
Identity
Focus on
USER
experience
Nottingham
‘The Mature Student Nurse Experience
of Social Media’
In 2010 the School of Nursing, Midwifery
and Physiotherapy identified a problem.
It’s a problem many of us in HE (and
especially in Nurse Education) will
recognise
Attrition
Malaise
Misexpectation
Dropout
So we began researching for the efficient,
empirically evidenced, solution.
And we found it.
Peer Mentoring
Here’s our story…..
‘The Mature Student Nurse
Experience of Social Media’
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Nursing – ‘non typical student’
Female (98%) Mature
Caring responsibilities, ‘fitting in’ learning
Returning to learning (access courses)
Large cohort (n=420) = massification
Nottingham has areas of high deprivation
High dropout rate (20-50%)
Not accessing academic or pastoral support services
Nationally recognised problem
Evidence base around peer mentoring and attrition
Socio-constructivist position
• Learning is socially constructed
• Professional learning in ‘Communities of Practice’
(Wenger)
• COP is not just learning in groups
• Master-apprentice model of learning
• Developing professional identity
• Closing the zone of proximal development (Vygotsky)
with appropriate scaffolding and mentoring
• Scaffolding and mentoring can be provided by peers
• Iterative student centred development
‘The Mature Student Nurse Experience
of Social Media’
Peer Mentoring Scheme
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Volunteer mentors (91:420)
Training, accreditation and academic management
Matching 1:4
Timetabled first meeting
Regular update meetings with mentors
Guidelines and BOUNDARIES
Moodle module supporting resources
Personalised implementation
There’s no such thing as a stupid question!
Ethnographic research (cultural understanding) –
multiple approaches, emergent
Facebook peer mentoring
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Facebook groups – regulated membership
‘Safe’ online space
My ego as ‘silent monitor’
Mentor – mentor group
Mentor – Mentee group
Comments on self-created non-regulated
groups
MARG
Mentoring Action Research Group
• Student driven
– Students as partners / change agents
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Iterative improvement
5 conference presentations
2 publications
Facebook research – content analysis
Online surveys
Ethical approval – pinned statement
Research on Facebook Peer Mentoring: Findings
• Moodle NO Facebook YES
• 92% of mentors used FB for PM
• 75% of mentors said FB was the most
popular method of discussion with other
students
• Why?
• Something I use regularly
• Accessible to me
• Speed of responses (real-time)
• Mentoring on facebook helped the
development of transferable skills
• Empathy
• Modelling Professional identity
• An online community of practice
Summary & Future Directions
• Interests to date in
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Cultural learning experiences (ethnography)
Online learning and support for disparate groups
GENUINELY student-centred research
Social learning and communities
Group problem solving and Iterative development
Open questions / potential for collaboration
– How can we use existing media instead of develop new ones (ie go to the
people) / Can we take learning to where learners are instead of expecting
them to come to us?
– Can we develop self-sustaining communities of practice in professionals?
– Can we apply this model outside professional learning, for example to patients
and public health?
– How can we capture and promote the learning from this workshop and
develop ourselves as a community of practice beyond this workshop?
– HELM OPEN http://www.nottingham.ac.uk/helmopen/
– http://www.nottingham.ac.uk/~ntzkj1/rlo_lang_Healthcareknowledge/index.
html
Thank you: Questions?
@drclairemann
[email protected]
https://net.educause.edu/ir/library/pdf/nli0531.pdf