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In the United States, the Technology Informatics Guiding Educational Reform (TIGER) competencies; TIGER educational initiative; American Nurses Association (ANA) social media toolkit; and nursing informatics toolkit developed by the National League for Nursing (NLN) assist educators in developing nursing informatics courses that include sound social media content such as blogging or engagement through a medium such as Facebook® (ANA, 2011; Hebda & Calderone, 2010; The TIGER Initiative, n.d.; NLN, n.d.).Similarly in Canada, the Registered Nurses Association of Ontario (RNAO) (2012) recently released a faculty e Health toolkit to help educators to embed informatics content within undergraduate education.Equally impressive, the number of healthcare facilities that make use of social media grew 210% between 20 (Bennett, 2011).Of the millennial generation (those who will come to adulthood during this millennium), 75% use some form of social media.
Nurses play a significant role in identification, interpretation, and transmission of knowledge and information within healthcare.Within these sites people also share their lists of followers and interact to exchange information, knowledge, opinions, and other forms of communication (Boyd & Ellison, 2007).Technological advances continue to fuel the development of social media as a mechanism for knowledge and information exchange within local, national, and global communities.Advantages and disadvantages of social media use will be discussed as well as suggestions for curriculum integration and future research potential.As technology is rapidly changing, so is pedagogy within nursing education.
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Eighty-seven percent of students who attend a community college or university own a laptop; 62% own an i Pod; and 55% own a smartphone, digital camera, or webcam (Dahlstrom, Grunwald,de Boor, & Vockley, 2011).