Learning Objectives As a result of participating in this session, the participant will be able to: Identify benefits of using social media to engage nursing students in the learning process Identify the key components of a developing case study using Facebook Discuss the pros and cons of using social media as a learning tool Overview Students are more technology driven and tend to lean toward alternative learning techniques. Drake & Leaner (2013) stated “Powerful tool for engaging users in collaborative learning.” Facebook is a common social medium that is actively used by college students. Facebook can be a useful teaching tool in the classroom Benefits of Using Social Medium as a Learning Tool Common medium that is readily accessible to all college students Format for learning that has NO cost associated with it Flexibility of learning outside of the traditional classroom walls Components Required for a Successful Case Study Using Facebook Participants must have an active account with Facebook The educator or preceptor The student(s) Components Required for a Successful Case Study Using Facebook The assignment should have: Clear student directions Grading rubric Assignment objectives Time frame for participation Components Required for a Successful Case Study Using Facebook The case study’s patient should have a: Visual image Back story Health history and medication list Components Required for a Successful Case Study Using Facebook Instructor or preceptor should have: Knowledge on how to navigate Facebook and create an event page Case study that allows for development over time Vast array of useable questions to post on Facebook Ability to follow students’ posting and follow-up on cues from those response Flexibility (flexibility and more flexibility) Pros Students were actively involved and trying to “out-do” their peers Flexibility Allowed for quiet students to “speak up” Encouraged critical thinking and discovery on the student’s part Reinforcement of theory content that is student driven Cons Time intensive on the instructor’s side Development of the event and the actual case Grading of student’s response Required numerous questions to be prepared for the students’ response Jamie Dexter References Drake, M. A. & Leander, S.A. (2013). Nursing students and Ning; Using social networking to teach public health/community nursing in 11 baccalaureate nursing programs, Nursing Education Perspectives 34(4). p. 270-272 LeMone, P. & Burke, K. (2008). Medical Surgical Nursing: Critical thinking in client care. Upper Saddle River, NK: Pearson Lilley, L., Collins, S., & Snyder, J. (2014). Pharmacology and the nursing process. St. Louis, MO: Mosby Putman, K.A. (2011). Pharmacology: Case study workbook. Sudbury, MA: Jones & Bartlett Publishers.