Empowering student engagement, with social media use, to develop learning and professional interests Kerry Edwards and Tom Groombridge December 2018 @kerrysorby and @TomG_OT

……… The narrative so far 04/04/2019 Background ……… The narrative so far

@YSJOT Facebook page /group Wordpress blog 04/04/2019 @YSJOT Facebook page /group Wordpress blog 2016 04/04/2019

Induction lecture (2016) An unintended consequence was risk avoidance “I just remember the warning lecture not necessarily a lecture educating you how to use anything…it came across more like scary really” Level 3 student Regulating practice An unintended consequence was risk avoidance

2017 A different approach: Digital citizenship Embedded formative learning activities within the curriculum = so all students and staff have a twitter account. Embedded @YSJOT twitter feed to VLE We aim to enable our students to engage with the community of practice in a socially responsible way Trede et al (2012 p.11) define professional identity as “a way of being and a lens to evaluate, learn and make sense of practice” We have engaged in collaborative dialogue with our students TSEP principles of student engagement. It is clearly evident that digital literacies have become part of the skillset required for new graduates (Jisc 2018) and those working in health and social care The undergraduate programme should be designed to prepare a graduate for Occupational Therapy in the context of contemporary professional practice (World Federation of Occupational Therapists 2016). Therefore, I would argue that developing a professional digital identity should be an integral component of the curriculum. Trede et al. (2012) state preparation for the world of work should include “…learning professional roles, understanding workplace cultures, commencing the professional socialization process and educating towards citizenship.” Social media could be one of the tools that students choose to achieve this.

Background: what do we know already? Graduate digital skills Employability and work readiness Meaningful occupation Policies to guide safe and professional practice British Medical Association (2011) College of Occupational Therapists (2015) Health and Care Professions Council, (HCPC) (2012) NHS Employers (2017); World Federation of Occupational Therapists (2016) More than 95% of healthcare students having social media accounts (Barlow, 2015, Kesselheim 2016) and engage with it as a meaningful occupation (Usher et al,2014) . 98% of our own students . “The 21st century learning environment presents higher education instructors with numerous challenges. They are tasked with developing pedagogically sound practices that present students with meaningful, engaged learning experiences that are likely to promote student success and adequately prepare students for the world of work” (Nel 2017, p.1127) Hughes (2018) found that although Occupational Therapy practitioners were embracing social media for continuing professional development, they still seek guidance to develop skills and confidence to use social media effectively. 8,400 tweets per second 2.8. million emails

How do Occupational Therapy personnel (this encompasses, students, educators and practitioners) currently use social media as part of their personal learning networks? How can learners be empowered to engage within these social spaces in a professional and critical way? How do Occupational Therapy personnel shape their professional digital identity within a constantly evolving landscape?

04/04/2019 Pilot study (June 2018) N= 5 graduantes, qualitative, tweetchat over 1 week #OTdigitalidentity Findings: 04/04/2019

“It is a story of 2 halves really… “ Enablers Risks “It's a story of two halves really: By sharing info, chatting and engaging with professional pages and accounts…I keep up to date…I am able to share and promote my profession and see/do/read interesting things….On the other hand, there are times (like now) when I should be writing essays, doing SOLs or researching when I get drawn into SM…there are pros and cons” Smith 2016 found similar findings in 30 undergraduates in a Canadian university (see table) Double-edge sword: Purvis et al (2016, p. 41) discussion paper explores whether or not social media is used for engagement or distraction and conclude that “as in any approach to learning design, a potential tool can be ineffective or it can be a powerful pedagogical approach.” Smith (2016)

Occupational Therapy Meme Challenge 04/04/2019 Occupational Therapy Meme Challenge 04/04/2019

04/04/2019 https://blog.yorksj.ac.uk/occupationaltherapy/2018/10/30/celebrating-occupational-therapy-week-otweek2018-ysjot/ 04/04/2019

Literature Review – Tom An online survey to identify the impact social media platforms have on the health and wellbeing of university students (N=26) Literature Review – Tom 04/04/2019 Social media for learning purposes amongst healthcare professionals Is Social Media a Meaningful or Dark Occupation for Young Adults with Eating Disorders? Occupational therapy students’ use of social media and its impact on learning and developing interests about occupational therapy practice. (N= 87) Social Media: The benefits and challenges for service users in healthcare: a review of the literature In order to explore learner’s perspective around using social media and the meaning that they give to social media as a phenomenon, a qualitative design is considered most appropriate. Student as CoResearcher Projects (SCoRe) 04/04/2019

The Use of Social Media in Adolescent Teens: A Dark side of Occupation or a Valued Occupation? A Literature Review Aims: To identify the positive effects of social media use on well-being. To identify the negative effects of social media use on well-being. To discuss the relevance of the findings to occupational therapy practice when working with adolescence. The current literature base is predominantly psychology and nursing based and there is limited research into the use of social media by occupational therapists. Preliminary Findings: Social Media use in adolescents appears to be a problematic and linked to addiction. An increased sense of social inclusion. Increased risk of poor mental health (anxiety, depression and suicide) and cyberbullying.

My Use of Social Media from a Student Perspective Continues professional development Hearing the views and opinions of other professionals and students Keeping up to date with YSJ’s Occupational Therapy programme/students Sharing my views and opinions on course related topics and the wider profession

04/04/2019 References Barlow, C.J., Morrison, S., Stephens, H.O., Jenkins, E., Bailey, M.J. and Pilcher, D. (2015) Unprofessional behaviour on social media by medical students. The Medical Journal of Australia, 203, pp.439-433 British Medical Association (2011) Using social media: Practical and ethical guidance for doctors and medical students. London, British Medical Association. College of Occupational Therapists (2015) Introduction to social media. London, College of Occupational Therapists. Health and Care Professions Council, (HCPC) (2012) Social media guidance. London, HCPC. Hughes, K. (2018) The use of twitter for continuing professional development within occupational therapy. Journal of further and Higher Education, pp.1-13. Jisc (2018) Building digital capabilities: The six elements defined [Internet]JISC. Available from internal-pdf://JISC digital capability framework 2018-3482296065/JISC digital capability framework 2018.PDF. 04/04/2019

04/04/2019 Kesselheim, J.C., Schwartz, A., Belmonte, F., Boland, K.A., Poynter, S. and Batra, M. (2016) A national survey of paediatric residents' professionalism and social networking: Implications for curriculum development. Academic Paediatrics, 16, pp.110-114. Nel, L. (2017) Students as collaborators in creating meaningful learning experiences in technology-enhanced classrooms: An engaged scholarship approach. British Journal of Educational Technology., 48, pp.1131. Purvis, A., Rodger, H. and Beckingham, S. (2016) Engagement or distraction: The use of social media for learning in higher education. Student Engagement and Experience Journal, 5, pp.1. The British Psychological Society (2017) Ethics guidelines for internet-mediated research. Leicester;, The British Psychological Society. The Kings Fund (2018) Digital change in health and social care. London, The King's Fund. Usher, K. et al. (2014) Australian health professions student use of social media. Collegian, 21, pp.95-101. World Federation of Occupational Therapists (2016) Position statement: Use of social media. London, World Federation of Occupational Therapists. 04/04/2019