The use of photovoice in nursing education: A scoping review.

Given the variety of uses of photovoice in nursing education, the importance of clarifying and describing this method is apparent. This scoping review aimed to explore the evidence on the use of photovoice in nursing education, describe the state of knowledge in this area, and identify knowledge gaps within the existing literature. A comprehensive search was performed in seven databases including MEDLINE, CINAHL, Embase, and Education Full Text. Three gray literature databases (ProQuest Dissertations and Theses Global database, EThOS, and PapersFirst) were also searched. This scoping review was conducted with reference to the JBI scoping review guidelines and reported using the PRISMA-ScR statement. A total of 22 studies published between 2001 and 2022 were included in this scoping review. The findings indicate that photovoice is used globally in nursing education to teach in various courses and content areas within online, hybrid, and in-person environments. Despite the heterogeneity within the definition of photovoice and associated pedagogical strategies, the results of this scoping review suggest that photovoice can serve as an educational tool for nursing students.

A systematic review of videoconferencing in health professions education: the digital divide revisited in the COVID-19 era.

OBJECTIVES: During the COVID-19 pandemic, educators shifted from traditional lectures to videoconferencing. This systematic review explored the use of videoconferencing as a teaching tool in response to the pandemic as well as issues related to digital equity and inclusion. CONTENT: The review was conducted using the Joanna Briggs Institute for Systematic Reviews methodology and reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 statement. SUMMARY: A total of nine studies met eligibility criteria. The participants in the included studies were medical students from various parts of the world. Technical difficulties and lack of human interactions were identified as barriers to learning through videoconferencing. OUTLOOK: To achieve full success, pedagogical videoconferencing must prioritize digital equity and a universal design for learning. Although useful for maintaining education during the pandemic, in the future, videoconferencing will present challenges related to the digital divide as well as opportunities as a teaching tool for nurse educators globally.

The Use of Metaverse in Nursing Education: An Umbrella Review.

BACKGROUND: Given the wide range of metaverse technologies, there is a need to synthesize evidence of metaverse pedagogy used effectively for nursing education. PURPOSE: This umbrella review synthesized systematic reviews on the use of metaverse in nursing education. METHODS: A search was performed in MEDLINE, EMBASE, CINAHL, Web of Science, and Education Full Text. This umbrella review was conducted with reference to the Joanna Briggs Institute (JBI) Reviewer's Manual and reported using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The JBI Critical Appraisal Checklist for Systematic Review was used to assess the quality of studies. RESULTS: The final review comprised 15 articles published between 2013 and 2021, most of which indicate that metaverse interventions support increased knowledge, self-confidence, engagement, satisfaction, and performance in nursing students. Several articles in this review presented mixed findings related to certain learning outcomes. CONCLUSION: This umbrella review supports the viability and effectiveness of metaverse in nursing education.

Nursing Students' Perceptions about Effective Pedagogy: Netnographic Analysis.

BACKGROUND: Effective pedagogy that encourages high standards of excellence and commitment to lifelong learning is essential in health professions education to prepare students for real-life challenges such as health disparities and global health issues. Creative learning and innovative teaching strategies empower students with high-quality, practical, real-world knowledge and meaningful skills to reach their potential as future health care providers. OBJECTIVE: The aim of this study was to explore health profession students' perceptions of whether their learning experiences were associated with good or bad pedagogy during asynchronous discussion forums. The further objective of the study was to identify how perceptions of the best and worst pedagogical practices reflected the students' values, beliefs, and understanding about factors that made a pedagogy good during their learning history. METHODS: A netnographic qualitative design was employed in this study. The data were collected on February 3, 2020 by exporting archived data from multiple sessions of a graduate-level nursing course offered between the fall 2016 and spring 2020 semesters at a large private university in the southeast region of the United States. Each student was a data unit. As an immersive data operation, field notes were taken by all research members. Data management and analysis were performed with NVivo 12. RESULTS: A total of 634 posts were generated by 153 students identified in the dataset. Most of these students were female (88.9%). From the 97 categories identified, four themes emerged: (T) teacher presence built through relationship and communication, (E) environment conducive to affective and cognitive learning, (A) assessment and feedback processes that yield a growth mindset, and (M) mobilization of pedagogy through learner- and community-centeredness. CONCLUSIONS: The themes that emerged from our analysis confirm findings from previous studies and provide new insights. Our study highlights the value of technology as a tool for effective pedagogy. A resourceful teacher can use various communication techniques to develop meaningful connections between the learner and teacher. Styles of communication will vary according to the unique expectations and needs of learners with different learning preferences; however, the aim is to fully engage each learner, establish a rapport between and among students, and nurture an environment characterized by freedom of expression in which ideas flow freely. We suggest that future research continue to explore the influence of differing course formats and pedagogical modalities on student learning experiences.

Analysis of Cyberincivility in Posts by Health Professions Students: Descriptive Twitter Data Mining Study.

BACKGROUND: Health professions students use social media to communicate with other students and health professionals, discuss career plans or coursework, and share the results of research projects or new information. These platforms allow students to share thoughts and perceptions that are not disclosed in formal education settings. Twitter provides an excellent window through which health professions educators can observe students' sociocultural and learning needs. However, despite its merits, cyberincivility on Twitter among health professions students has been reported. Cyber means using electronic technologies, and incivility is a general term for bad manners. As such, cyberincivility refers to any act of disrespectful, insensitive, or disruptive behavior in an electronic environment. OBJECTIVE: This study aims to describe the characteristics and instances of cyberincivility posted on Twitter by self-identified health professions students. A further objective of the study is to analyze the prevalence of tweets perceived as inappropriate or potentially objectionable while describing patterns and differences in the instances of cyberincivility posted by those users. METHODS: We used a cross-sectional descriptive Twitter data mining method to collect quantitative and qualitative data from August 2019 to February 2020. The sample was taken from users who self-identified as health professions students (eg, medicine, nursing, dental, pharmacy, physician assistant, and physical therapy) in their user description. Data management and analysis were performed with a combination of SAS 9.4 for descriptive and inferential statistics, including logistic regression, and NVivo 12 for descriptive patterns of textual data. RESULTS: We analyzed 20 of the most recent tweets for each account (N=12,820). A total of 639 user accounts were analyzed for quantitative analysis, including 280 (43.8%) medicine students and 329 (51.5%) nursing students in 22 countries: the United States (287/639, 44.9%), the United Kingdom (197/639, 30.8%), unknown countries (104/639, 16.3%), and 19 other countries (51/639, 8.0%). Of the 639 accounts, 193 (30.2%) were coded as having instances of cyberincivility. Of these, 61.7% (119/193), 32.6% (63/193), and 5.7% (11/193) belonged to students in nursing, medicine, and other disciplines, respectively. Among 502 instances of cyberincivility identified from 641 qualitative analysis samples, the largest categories were profanity and product promotion. Several aggressive or biased comments toward other users, politicians, or certain groups of people were also found. CONCLUSIONS: Cyberincivility is a multifaceted phenomenon that must be considered in its complexity if health professions students are to embrace a culture of mutual respect and collaboration. Students' perceptions and reports of their Twitter experiences offer insights into behavior on the web and the evolving role of cyberspace, and potentially problematic posts provide opportunities for teaching digital professionalism. Our study indicates that there is a continued need to provide students with guidance and training regarding the importance of maintaining a professional persona on the web.

Assessment of a patient-centered initiative to improve hypertension management for adults with comorbid type 2 diabetes at a free clinic in the rural south.

BACKGROUND: Hypertension is the most modifiable risk factor for cardiovascular disease. Low levels of adherence to medication regimens, positive health behaviors, and ideal metric goals are associated with low rates of morbidity and mortality, impaired physical function, and frailty. AIM: This quality improvement study sought to assess whether a program of patient and provider education, combined with a decision aid (DA) designed to increase shared decision making, would improve (a) patient knowledge about hypertension management, (b) provider adherence to prescription guidelines for the management of hypertension, (c) medication adherence for the management of hypertension by the patient, and (d) communication between provider and patient. SETTING: Free clinic in the United States rural south. PARTICIPANTS: Twenty-four patients with comorbid hypertension and type 2 diabetes. METHODS: A pretest/posttest design utilizing a provider education, pre-encounter quiz, focused patient education, and DA was used to evaluate the intervention. RESULTS: A significant increase in pretest/posttest scores 60% (SD = 29%) to 93% (SD = 15%), P < .001 about hypertension and its management was observed. Adherence to guideline-based medication use increased angiotensin-converting enzyme inhibitors 38% to 64%, angiotensin II receptor blockers 17% to 29%, dihydropyridine calcium channel blockers 29% to 43%, beta-blockers 8% to 25%, statins 65% to 83%, and diuretics 38% to 46%. CONCLUSIONS: The intervention was an efficient method to provide patient-centered education that increased patient knowledge about medication and lifestyle management of hypertension.

Uncovering cyberincivility among nurses and nursing students on Twitter: A data mining study.

BACKGROUND: Although misuse of social networking sites, particularly Twitter, has occurred, little is known about the prevalence, content, and characteristics of uncivil tweets posted by nurses and nursing students. OBJECTIVE: The aim of this study was to describe the characteristics of tweets posted by nurses and nursing students on Twitter with a focus on cyberincivility. METHOD: A cross-sectional, data-mining study was held from February through April 2017. Using a data-mining tool, we extracted quantitative and qualitative data from a sample of 163 self-identified nurses and nursing students on Twitter. The analysis of 8934 tweets was performed by a combination of SAS 9.4 for descriptive and inferential statistics including logistic regression and NVivo 11 to derive descriptive patterns of unstructured textual data. FINDINGS: We categorized 413 tweets (4.62%, n = 8934) as uncivil. Of these, 240 (58%) were related to nursing and the other 173 (42%) to personal life. Of the 163 unique users, 60 (36.8%) generated those 413 uncivil posts, tweeting inappropriately at least once over a period of six weeks. Most uncivil tweets contained profanity (n = 135, 32.7%), sexually explicit or suggestive material (n = 37, 9.0%), name-calling (n = 14, 3.4%), and discriminatory remarks against minorities (n = 9, 2.2%). Other uncivil content included product promotion, demeaning comments toward patients, aggression toward health professionals, and HIPAA violations. CONCLUSION: Nurses and nursing students share uncivil tweets that could tarnish the image of the profession and violate codes of ethics. Individual, interpersonal, and institutional efforts should be made to foster a culture of cybercivility.

Microlearning in health professions education: a scoping review protocol.

REVIEW QUESTIONS:.

Learning Cybercivility: A Qualitative Needs Assessment of Health Professions Students.

BACKGROUND: Literature on cyberincivility in health professions education has mainly focused on intraprofessional communication. This study explored health professions students' experiences with cyberincivility, as well as their perspectives on interprofessional cybercivility learning. METHOD: This qualitative study used semistructured interviews with a purposive sample of 25 students in nursing, medicine, physician assistant, or physical therapy programs at a private university in the United States. Thematic analysis was used to identify recurrent patterns in the data. RESULTS: Students defined cyberincivility in various ways and shared experiences of uncivil communication in virtual communities. They also expressed great interest in learning cybercivility in the context of interprofessional education. Diverse learning preferences were suggested. CONCLUSION: This study highlights the importance and benefits of establishing interprofessional cybercivility learning programs to improve student interactions in the virtual environment. Future research should explore professional differences and similarities in how learners experience cyberincivility and its influence on their roles as future health care providers. J Contin Educ Nurs. 2018;49(9):425-431.

Social media use and cybercivility guidelines in U.S. nursing schools: A review of websites.

This research analyzes to what extent U.S. nursing schools use social media, their policies or guidelines on cybercivility in social media, online classrooms, and email correspondence, and whether these protocols are readily available to students. This website-based study employs a descriptive, cross-sectional, non-experimental search design. Data were collected in nursing schools offering master's programs (n=197) and online graduate programs in master's degree (n=110) listed in the 2017 edition of U.S. News and World Report. School ranking was positively correlated with the total number of social networking sites being used in the schools, but not with the presence of cybercivility guidelines. About a third of the nursing schools in the sample had policies/guidelines concerning social media, while fewer than 10% had policies/guidelines about online classroom conduct (n=14) or email use (n=16). Key features of these protocols were professionalism, expected behaviors, and consequences. Establishing and implementing policies and guidelines regarding cybercivility is a vital step to promote a culture of civility online. It is especially important to do so in nursing schools where standards should reflect the values of the profession.

Educating Future Health Care Professionals About Cybercivility: Needs Assessment Study.

As misbehaviors online in higher education have been widely addressed in recent research, the discourse on cyberincivility has become a contemporary issue in health professions education. However, studies regarding cybercivility, particularly from an interprofessional education standpoint, are few. This study assessed the knowledge, experience, and perceptions about cyberincivility among students in 4 health care disciplines. Their preferred means of learning about cybercivility and the perceived benefits of such education are also discussed.