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Exploring educational interventions to facilitate health professional students’ professionally safe online presence.

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Title: Exploring educational interventions to facilitate health professional students’ professionally safe online presence.
Authors: Henning, Marcus A.1 (AUTHOR) m.henning@auckland.ac.nz, Hawken, Susan2 (AUTHOR), MacDonald, Joanna3 (AUTHOR), McKimm, Judy4,5 (AUTHOR), Brown, Menna5 (AUTHOR), Moriarty, Helen6 (AUTHOR), Gasquoine, Sue7 (AUTHOR), Chan, Kwong8 (AUTHOR), Hilder, Jo6 (AUTHOR), Wilkinson, Tim9 (AUTHOR)
Source: Medical Teacher. Sep2017, Vol. 39 Issue 9, p959-966. 8p.
Subject Terms: *Medical students, *Social media, *Social networks, *Allied health personnel, *Content analysis, *Focus groups, *Nursing students, *Research, *Students, *World Wide Web, *Qualitative research, Internet safety, Online identities, Professionalism, Interviewing, Medical cooperation, Research evaluation, Professional identity, Thematic analysis
Geographic Terms: Australia, New Zealand, Wales
Abstract: Objective:To establish the most effective approach and type of educational intervention for health professional students, to enable them to maintain a professionally safe online presence. Method:This was a qualitative, multinational, multi-institutional, multiprofessional study. Practical considerations (availability of participants) led us to use a combination of focus groups and individual interviews, strengthening our findings by triangulating our method of data collection. The study gathered data from 57 nursing, medical and paramedical students across four sites in three countries (Aotearoa/New Zealand, Australia and Wales). A content analysis was conducted to clarify how and why students used Facebook and what strategies they thought might be useful to ensure professional usage. A series of emergent codes were examined and a thematic analysis undertaken from which key themes were crystallized. Results:The results illuminated the ways in which students use social networking sites (SNS). The three key themes to emerge from the data analysis were negotiating identities, distancing and risks. Students expressed the wish to have material about professional safety on SNS taught to them by authoritative figures to explain “the rules” as well as by peers to assist with practicalities. Our interactive research method demonstrated the transformative capacity of the students working in groups. Conclusions:Our study supports the need for an educational intervention to assist health professional students to navigate SNS safely and in a manner appropriate to their future roles as health professionals. Because health professional students develop their professional identity throughout their training, we suggest that the most appropriate intervention incorporate small group interactive sessions from those in authority, and from peers, combined with group work that facilitates and enhances the students’ development of a professional identity. [ABSTRACT FROM PUBLISHER]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Exploring educational interventions to facilitate health professional students’ professionally safe online presence.
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  Data: <searchLink fieldCode="AR" term="%22Henning%2C+Marcus+A%2E%22">Henning, Marcus A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> m.henning@auckland.ac.nz</i><br /><searchLink fieldCode="AR" term="%22Hawken%2C+Susan%22">Hawken, Susan</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22MacDonald%2C+Joanna%22">MacDonald, Joanna</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McKimm%2C+Judy%22">McKimm, Judy</searchLink><relatesTo>4,5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Brown%2C+Menna%22">Brown, Menna</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Moriarty%2C+Helen%22">Moriarty, Helen</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gasquoine%2C+Sue%22">Gasquoine, Sue</searchLink><relatesTo>7</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chan%2C+Kwong%22">Chan, Kwong</searchLink><relatesTo>8</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hilder%2C+Jo%22">Hilder, Jo</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wilkinson%2C+Tim%22">Wilkinson, Tim</searchLink><relatesTo>9</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink><br /><searchLink fieldCode="DE" term="%22New+Zealand%22">New Zealand</searchLink><br /><searchLink fieldCode="DE" term="%22Wales%22">Wales</searchLink>
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  Data: Objective:To establish the most effective approach and type of educational intervention for health professional students, to enable them to maintain a professionally safe online presence. Method:This was a qualitative, multinational, multi-institutional, multiprofessional study. Practical considerations (availability of participants) led us to use a combination of focus groups and individual interviews, strengthening our findings by triangulating our method of data collection. The study gathered data from 57 nursing, medical and paramedical students across four sites in three countries (Aotearoa/New Zealand, Australia and Wales). A content analysis was conducted to clarify how and why students used Facebook and what strategies they thought might be useful to ensure professional usage. A series of emergent codes were examined and a thematic analysis undertaken from which key themes were crystallized. Results:The results illuminated the ways in which students use social networking sites (SNS). The three key themes to emerge from the data analysis were negotiating identities, distancing and risks. Students expressed the wish to have material about professional safety on SNS taught to them by authoritative figures to explain “the rules” as well as by peers to assist with practicalities. Our interactive research method demonstrated the transformative capacity of the students working in groups. Conclusions:Our study supports the need for an educational intervention to assist health professional students to navigate SNS safely and in a manner appropriate to their future roles as health professionals. Because health professional students develop their professional identity throughout their training, we suggest that the most appropriate intervention incorporate small group interactive sessions from those in authority, and from peers, combined with group work that facilitates and enhances the students’ development of a professional identity. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=124637832
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        Value: 10.1080/0142159X.2017.1332363
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        Text: English
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      – SubjectFull: Social media
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      – SubjectFull: Social networks
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      – SubjectFull: World Wide Web
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      – SubjectFull: Qualitative research
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      – SubjectFull: Internet safety
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