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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’ • • • • • • • • • • 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 • • • • • • • • • • 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 • • • • • • 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 • • • • • • 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 – – – – – 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