Physiotalk: Connectedness and constructive change – An explanatory theory
DOI:
https://doi.org/10.22024/UniKent/03/ajpp.681Palabras clave:
Social media, Continuing professional development, TwitterResumen
Introduction
Continuing Professional Development (CPD) is mandatory for UK physiotherapists and valued internationally. In an increasingly digital age social media may provide a source of up–to-date knowledge and professional development. This study aims to explore impacts of taking part in Physiotalk tweetchats on CPD and professional practice, from participants’ perspectives.
Methods
Stage 1 involved an online semi-structured focus group through a #physiotalk tweetchat. Questions addressed meaning and use of Physiotalk, influences on participation, and impacts on CPD and practice. Stage 2 enabled people to respond more fully through email or direct messages. Thematic analysis of tweets was undertaken.
Results
683 tweets were sent during 75 minutes of discussion between 73 tweeting participants. The tweet analysis resulted in themes that described a tweetchat as enabling social media skill development and engagement, facilitating ring-fenced time and structured interactions. Participants felt that chats focused on topics relevant to practice and generated a supportive, non-hierarchical international community. Participants reported that this virtual environment enabled constructive change at an individual level, such as increased confidence, broadening views and engagement with research and evidence.
Conclusions
The results of this Twitter focus group demonstrate that where people feel facilitated and welcomed in an online discussion forum, there is great potential for constructive change at many levels. This is, but also goes beyond, CPD for participants. Tweetchats can be promoted as a valid and freely available form of CPD, enabling international viewpoints to be shared. Networks and collaborations formed through these chats can lead to wider constructive change in practice and within the profession.
Summary
The benefits of tweetchats as a professional development tool should be explored by more individuals and organisations seeking skills development, as well as those trying to overcome barriers to social media engagement by students and qualified professionalsCitas
Amath, A., Ambacher, K., Leddy, J.J., Wood, T.J. & Ramnana, C.J. (2017). Comparing alternative and traditional dissemination metrics in medical education. Medical Education in Review. Volume 51. pp 935–941.
Archibald, M. M. & Clark, A. M. (2014) Twitter and nursing research: how diffusion of innovation theory can help uptake. Journal of Advanced Nursing. Volume: 70(3). e3-5. DOI: 10.1111/jan.12343.
Bolderston, A., Watson, J., Woznitza, N., Westerink, A. et al (2018) Twitter journal clubs and continuing professional development: An analysis of a #MedRadJClub tweetchat. Radiography. Volume 24. pp3-8.
Chartered Society of Physiotherapy. (2016) What do I need to know about continuing professional development [online] Available from: http://www.csp.org.uk/faqs/cpd/what-do-i-need-know-about-continuing-professional-development [15th Dec 2018]
Chartered Society of Physiotherapy. 2014. Social Media Guidance for CSP members. [online] Available from: https://www.csp.org.uk/system/files/social_media_guidance_for_physio_v1.3.pdf [15th December 2018]
Chinn, T. (2015) Twitter triumph: Connect, communicate and learn. British Journal of Community Nursing. Volume: 20 (5) pp 214-216.
Chretien, K. C., Tuck, M.G., Simon, M., Singh, L.O. & Kind, T. (2015) A Digital Ethnography of Medical Students who Use Twitter for Professional Development. Journal of General Internal Medicine. Volume: 30 (11). pp 1673-1680
Cooper, A & Inglehearn, A. (2015) Perspectives: Managing professional boundaries and staying safe in digital spaces. Journal of Research in Nursing. Volume: 20 (7). pp. 625-633.
Cooper, A. & Craig, M. (2013) Professional reach, the role of social networks and the use of social media in contemporary healthcare. [Online] Available from: https://62c35eb621dd878ea2e9-b943cd9523d92ba087ae15d4d3eb47ce.ssl.cf3.rackcdn.com/Professional%20presence%20social%20media%20AC%20MC%20.pdf [11th Aug 2017]
Djuricich, A.M. (2014) Social Media, Evidence based tweeting and JCEHP. Journal of continuing education in the Health Professions. Volume: 34 (4). pp 202-204. https://doi.org/10.1002/chp.21250
Evans, C., Yeung, E., Markoulakis, R. & Guilcher, S. (2014) An online community of practice to support evidence-based physiotherapy practice in manual therapy. Journal of Continuing Education in Health Professionals. Volume 34 (4). pp 215-223.
French, H.P. & Dowds, J. (2008) An overview of continuing professional development in Physiotherapy. Physiotherapy. Volume: 94 (3). pp 190–197 DOI: https://doi.org/10.1016/j.physio.2007.09.004
Gagnon, K. (2015) Using Twitter in Health Professional Education. Journal of Allied Health. Volume: 44 (1). pp 25- 32
Gilbert, S. (2017). Portraits of participation: Exploring the relationship between social motivators and facets of participation in a Twitter-based community. Proceedings of the 50th Hawaii International Conference on System Sciences. [online] Available from: https://scholarspace.manoa.hawaii.edu/bitstream/10125/41432/paper0283.pdf [15th December 2018]
Grbich, C. (1999) Qualitative research in health: an introduction. London: Sage Publications Ltd.
Hays, R. & Daker-White, G. (2015) The care.data consensus? A qualitative analysis of opinions expressed on Twitter. BMC Public Health. Volume 15. pp 838. https://doi.org/10.1186/s12889-015-2180-9
Johansson, J. (2018) A Quantitative Study of Social Media Echo Chambers [online] Available from: http://uu.diva-portal.org/smash/get/diva2:1176971/FULLTEXT02.pdf [15th December 2018]
Johnson, S. (2016) How can health and social care employers help staff development? [online]. Available from: https://www.theguardian.com/healthcare-network/2016/aug/02/health-social-care-employers-improve-access-to-training [15th December 2018]
Jones-Berry, S. (2016) Let Twitter and Facebook improve rather than ruin your practice. Nursing Standard. Volume: 30 (24). pp 12-13.
Kenyon, C. (2016). How social media improves health care. [online] Available from: https://www.linkedin.com/pulse/how-social-media-improves-healthcare-caroline-kenyon [15th December 2018].
La Rosa, A. (2013) Harvesting the Twittersphere: Qualitative research methods using Twitter. Honors College Theses. [online]. Available from: https://digitalcommons.pace.edu/honorscollege_theses/120 [15th December 2018].
Lopez, K.A., Willis, D.G. (2004). Descriptive versus interpretive phenomenology: their contributions to nursing knowledge. Qualitative Health Research, Volume. 14, (5). pp. 726-735. DOI: 10.1177/1049732304263638
Margolis, A. & Parboosingh, J. (2015) Networked Learning and Network Science: Potential Applications to Health Professionals' Continuing Education and Development. (Report)' Journal of Continuing Education in the Health Professions, Volume: 35 (3), pp 211.
Millett, R. (2011) Barriers to access. Frontline Issue 7. [online] Available from: https://www.csp.org.uk/frontline/article/barriers-access [15th December 2018]
Moorley, C, R. & Chinn, T. (2014) Nursing and Twitter: Creating an online community using hashtags. Collegian. Volume: 21 (2). pp 103-109.
Physiotalk (2019) How to take part in a tweetchat [online] Available from: https://physiotalk.co.uk/about/how-to-take-part-in-a-tweet-chat/ [14th January 2019]
Physiotalk. (2018). Professionalism and Twitter. [online] Available from: https://physiotalk.co.uk/professionalism-twitter/ [15th December 2018]
Ryan, J. (2003). Continuous professional development along the continuum of lifelong learning. Nurse Education Today Volume: 23 (7). pp 498-508.
Shibu, L., Rajab, E. & Eldabi, T. (2015). The role of social media in continuing professional development of physical therapists: A review of the literature. Physiotherapy. Volume: 101, Supplement 1, eS1384.
Sinclair, W., McLoughlin, M. & Warne, T. (2015) To Twitter to Woo: Harnessing the power of social media (SoMe) in nurse education to enhance the student’s experience. Nurse Education in Practice. Volume:15, pp 507-511.
Smith, J. & Milnes, L.J. (2016) Social media: the relevance for research. Evidence-Based Nursing, Volume:19 (4). pp. 99-100.
Smithson, Janet. (2007). Using focus groups in social research. The Sage handbook of social research methods. London: Sage Publications Ltd.
Strauss, A. & Corbin, J. (1994). "Grounded Theory Methodology." In NK Denzin & YS Lincoln (Eds.) Handbook of Qualitative Research (pp. 217-285). Thousand Oaks: Sage Publications.
Thomas, J., McVey, N. & Twogood, R. (2016) Physiotalk – understanding the reach of a social media community. Physiotherapy, Volume 102, Supplement 1, Pages e140-e141
Williams, M. L., Burnap, P. & Sloan, L. (2017) Towards an Ethical Framework for Publishing Twitter Data in Social Research: Taking into Account Users’ Views, Online Context and Algorithmic Estimation Sociology Volume: 51 (6). pp. 1149 - 1168
Wilson, R., Ranse, J., Cashin, A. & McNamara, P. (2014) Nurses and Twitter: The good, the bad and the reluctant. Collegian. Volume: 21 (2). Pp 111-119. https://doi.org/10.1016/j.colegn.2013.09.003
Xu, W. W., Chiu, I-H., Chen, Y. & Mukherjee, T. (2015) Twitter hashtags for health: applying network and content analysis to understand the health knowledge sharing in a Twitter-based community of practice. Qual Quant. Volume: 49. pp 1361 – 1380.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
© The Author(s). 2018 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
AJPP requests that, as the creator(s)/author(s) of the manuscript you are submitting, that you assign certain rights to the manuscript to the AJPP in exchange for undertaking to publish the article in electronic form and, in general, to pursue its dissemination throughout the world. The rights the AJPP requests are:
- The right to publish the article in electronic form or in any other form it may choose that is in keeping with its role as a scholarly journal with the goal of disseminating the work as widely as possible;
- The right to be the sole publisher of the article for a period of 12 months;
- The right to make the article available to the public within a period of not more than 24 months, as determined by relevant journal staff of the AJPP;
- The right to grant republication rights to itself or others in print, electronic, or any other form, with any revenues accrued to be shared equally between the author(s) and the journal;
- The right to administer permission to use portions of the article as requested by others, seeking recompense when the AJPP sees it as warranted;
- The right to seek or take advantage of opportunities to have the article included in a database aimed at increasing awareness of it;
- As the author(s), the AJPP wishes you to retain the right to republish the article, with acknowledgement of the AJPP as the original publisher, in whole or in part, in any other pbulication of your own, including any anthology that you might edit with up to three others;
- As the author(s), the AJPP wishes you to retain the right to place the article on your personal Web page or respository of your university or institution. The AJPP askes that you include this notice: A fully edited, peer-reviewed version of this article was first published by the Advanced Journal of Professional Practice, <Year>, <Volume>, <Issue>, <Page Numbers>.
- You retain the right to unrestricted use of your paper for yourself or for your own teaching purposes.
BY AGREEING TO THE FOREGOING, YOU CONFIRM THAT THE MANUSCRIPT YOU ARE SUBMITTING HAS NOT BEEN PUBLISHED ELSEWHERE IN WHOLE OR IN PART, AND THAT NO AGREEMENT TO PUBLISH IS OUTSTANDING.
SHOULD THE ARTICLE CONTAIN MATERIAL WHICH REQUIRES WRITTEN PERMISSION FOR INCLUSION, YOU AGREE THAT IT IS YOUR OBLIGATION IN LAW TO IDENTIFY SUCH MATERIAL TO THE EDITOR OF THE AJPP AND TO OBTAIN SUCH PERMISSION. THE AJPP WILL NOT PAY ANY PERMISSION FEES. SHOULD THE AJPP BE OF THE OPINION THAT SUCH PERMISSION IS NECESSARY, IT WILL REQUIRE YOU TO PURSUE SUCH PERMISSSION PRIOR TO PUBLICATION.
AS AUTHOR(S), YOU WARRANT THAT THE ARTICLE BEING SUBMITTED IS ORIGINAL TO YOU.
Provided the foregoing terms are satisfactory, and that you are in agreement with them, please indicate your acceptance by checking the appropriate box and proceed with your submission.
