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  • Exploring educational interventions to facilitate health professional students' professionally safe online presence

    Author(s)
    Henning, Marcus A
    Hawken, Susan
    MacDonald, Joanna
    McKimm, Judy
    Brown, Menna
    Moriarty, Helen
    Gasquoine, Sue
    Chan, Kwong
    Hilder, Jo
    Wilkinson, Tim
    Griffith University Author(s)
    Chan, Kwong D.
    Year published
    2017
    Metadata
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    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 ...
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    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.
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    Journal Title
    Medical Teacher
    Volume
    39
    Issue
    9
    DOI
    https://doi.org/10.1080/0142159X.2017.1332363
    Subject
    Education systems
    Curriculum and pedagogy
    Specialist studies in education
    Specialist studies in education not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/350130
    Collection
    • Journal articles

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