Student Theses, Dissertations and Capstones

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Philosophy (PhD) in Nursing Education

Copyright Statement

All rights reserved. This publication is intended for use solely by faculty, students, and staff of Nova Southeastern University. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

First Advisor

Julia Aucoin

Date of original Performance / Presentation

January 2021

Publication Date / Copyright Date

1-1-2021

Abstract

Social media is an emerging teaching strategy encouraging student collaboration while learning. However, the literature is lacking regarding the use of social media for teaching and learning with today’s generation of learners. The purpose of this case study, with a quantitative and qualitative component, was to examine the effects of collaborative learning on a social media platform by comparing nursing students’ learning and self-efficacy when completing a case study individually to those who completed the case study in a group on Facebook. An additional outcome of the study was to understand the students’ experience using Facebook for this project. Two theories guided this study: Vygotsky’s sociocultural learning theory (SLT) was used to understand students’ development as they collaborated with peers (Vygotsky, 1978). Bandura’s theory of perceived self-efficacy (1994) was applied to understand students’ self-efficacy as they interacted within the learning environment. A cross-sectional quasi-experimental non-equivalent comparison-group posttest design was utilized to obtain a sample of undergraduate bachelor of science nursing students. Because of limited study enrollment during the COVID-19 pandemic, further qualitative inquiry was offered to the intervention group. Independent t-tests and Pearson’s correlation determined no significant difference between groups nor a relationship with social media learning (SML), student self-efficacy (SSE), affinity for technology, or exam scores. Qualitative data revealed four themes related to social media use to unfold a case study using Facebook with undergraduate nursing students: collaboration, engagement, interaction, and ease of use. Results are needed to support social media as a teaching strategy that bolsters nursing students’ learning, outcomes, and self-efficacy.

Disciplines

Nursing

Keywords

Nursing education; Nursing students; Social learning; Social media; Teaching methods; Teaching strategies

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