Leveraging Social Media for Academic Success in Nursing Education

Leveraging Social Media for Academic Success in Nursing Education | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Leveraging Social Media for Academic Success in Nursing Education Yasemin Erden, Handan Aydın Kahraman, Bahar Çiftçi This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4889027/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Aim: This study evaluated the impact of social media-supported learning on nursing students' academic achievement and social media use. Method: Parenteral drug administration was taught interactively for 12 hours. Skills were demonstrated in a 24-hour lab session. An Instagram page provided educational videos and images for four weeks, with daily Q&A in the story section. Post-training, students completed evaluation forms. Results: The intervention group showed a significant improvement in post-test scores compared to the control group (p<0.001). Exam scores post-training were significantly higher than pre-training (p<0.001). Conclusion: Social media-supported learning positively affects academic achievement and engagement in nursing education. academic achievement nursing education nursing students social media social media-supported learning Figures Figure 1 BACKGROUND These electronic tools are being used to support learning among nursing students, but no review and synthesis of their effectiveness currently exists. Therefore, randomized controlled studies are needed to evaluate the effect of social media-supported learning in nursing education on students' academic achievement. Social media may aid learning knowledge and skills among nursing students, enhance confidence, and facilitate professional and personal networks. The characteristics of social media such as its dynamic, interactive, online environments can affect the learning process in several ways. The review findings may guide the design and delivery of social media based educational interventions in higher and continuing education. The review findings may guide the design and delivery of social media based educational interventions in higher and continuing education. INTRODUCTION Technology is present in every aspect of our lives in today’s living conditions, and it is constantly changing and improving (Kaur et al., 2022 ). As in many other fields, progress has been made in the field of communication, and this has provided the opportunity to access information quickly with the help of technological developments. After the use of mobile phones became widespread, access to information or information sharing can be done quickly with smartphones, which are an integral part of daily life now(George et al., 2013 ; Tibrewal et al., 2022 ) By facilitating digitalization, smartphones have made the use of social media, which is one of the most advanced communication and interaction ways of our age, widespread (Silver, 2019 ). The social media tools are social networking websites (i.e. Facebook, Twitter, Instagram, and YouTube) in our country and around the world. The use of social networking websites in the field of education has also increased in our present-day (Hall & Liu, 2022 ). It was reported in previous studies that social media provides a unique space to renew educational methods and implement new educational strategies (Dave et al., 2022 ). Social media tools have many characteristics for the development of educational processes (Dave et al., 2022 ). With these characteristics, social media has the role of improving the communication skills of students and instructors, expanding participation, strengthening peer support, and realizing collaborative learning (Xue & Churchill, 2022 ). It also offers opportunities such as supporting the instructor in the teaching and evaluation process (Edumadze & Demuyakor, 2022 ). There has been a recent and increasing interest in the use of social media, which has been adopted as an educational tool in higher education, by researchers, instructors, and practitioners (Hamadi et al., 2022 ). Advanced technology and digital education concepts are becoming more and more widespread in nursing education, which requires both theoretical and psychomotor knowledge (Car et al., 2019 ). Digital education types such as computer-based, open online courses, virtual reality, augmented reality, virtual patients, games, and gamification that support education for nursing students are among the currently adopted areas (Nematollahi et al., 2022 ). Social media, which is the internet technology preferred widely in nursing education, improves the relationship between nurse academicians and nursing students facilitating cooperation. It was reported in previous studies that the critical thinking, analysis-synthesis, and idea-generation skills of nursing students who use social media in their education processes increase (Ozturk et al., 2022 ). In European Union countries, nursing education programs should contain interesting up-to-date information and include mobile smart devices and social networks as part of their teaching methods. Such changes will help to attract the attention of nursing students in academic and practice areas (Chicca & Shellenbarger, 2018a , 2018b ; Lee et al., 2018 ; Mackay et al., 2017 ). Instagram is a widely used social media platform with 1 billion users worldwide (Instgram, 2021). In most cases, Instagram is accessed via its corresponding smartphone app, which is used to view and share pictures or videos. Users can view pictures and videos in two ways either via their timeline or the so-called story function. The story function is found in the top section of the Instagram home screen. Content creators can share short video clips or pictures in the story function, which are then presented to the creator’s followers. Instagram stories are available for 24 hours. Besides the sole presentation of pictures or videos in the story, creators can also integrate different interactive functionalities, such as quizzes. A recent study evaluated the use of social media platforms and showed that 59% of Instagram users visited Instagram at least daily, and more than one-third of the users visited the app several times a day (Auxier and Anderson, 2021 ). Therefore, it seems like a reasonable approach for integrating nursing education into everyday life. Using social media at the right time in line with its purpose will make a significant contribution to education, including in both theoretical courses and practices in clinical fields, in a way that will enable nursing students to be active. It is considered that attracting and differentiating the attention of learners with classroom environments enriched with technology will make positive progress in learning. It is also important that the information to be provided to students is organized in a certain plan, especially on social platforms where they spend most of their time. The increasing number of social network users and the duration of their use shows the necessity of using these platforms not only as entertainment and communication tools but also for educational purposes. For this reason, the purpose of the present study was to draw attention to the use of social media to facilitate learning in undergraduate nursing students' education and determine the effect of social media-supported learning on the academic achievement and social media usage levels of students in nursing education. METHODS Design The purpose of this study was to determine the effect of social media-supported learning on the academic achievement of nursing students and their social media usage levels in nursing education. Type of the study The study had a randomized controlled interventional design. The Clinical Trials registration number is NCT05387629. Consolidated Standards of Reporting Trials (CONSORT) guidelines for reporting parallel group randomized trials checklist was used to guide the reporting of this RCT (Checklist see Supplementary File S1). Study population-sampling The population of the study consisted of the freshman students of X. The sampling consisted of students who met the study criteria, accepted to participate in the study, and used Instagram as social media. Before the study commenced, a priori power analysis was made to determine the sampling size of the study. It was found in this power analysis that the sampling size should be 60, with a significance level of 0.05, a Confidence Interval of 95%, a power of 95%, and a margin of error of 5%, with 30 students in the intervention group and 30in the control group(Gürol et al., 2016; Kiraz et al., 2019). A total of 70 students were included in the study considering that there might be data losses. The study was completed with a total of 65students, 32in the intervention group, and 33in the control group because 2students wanted to quit the study, 2students did not participate in the collection of post-test data, one 1student could not follow social media. Consort 2010 Flow Diagram (Figure 1). Inclusion criteria of the study • Students using Instagram • Those who had smart mobile phones • Those who did not have internet problems • Those who were not absent from classes throughout the study period Data collection tools The “Personal Information Form”, “Achievement Test 1”, “Achievement Test 2”, and “Social Media Scale in Nursing Education (SMSNE)” were used to collect the study data. Personal Information Form: The questionnaire contained questions on age, gender, marital status, family structure, and place of residence. “Achievement Test 1” and “Achievement Test 2”: Multiple-choice questions were prepared by the researchers by scanning the literature data. The questions in “Achievement Test 1” and “Achievement Test 2” related to the subject of “Parenteral drug applications” were created differently from each other. A total of 25 of the 50 multiple-choice questions, which were considered to be suitable for the study, were duplicated as the number of students for “Achievement Test 1” and“Achievement Test 2” and were kept ready before the application. A total of 70 students who participated in the study were taken to the same class at the same time and“Achievement Test 1” was applied. The evaluation of the achievement tests was made out of 100 points. For this purpose, the total achievement scores of the students were calculated as 4 times the number of correct answers. The results of“Achievement Test 1” and “Achievement Test 2” were evaluated by giving “4” points for each correct answer and “0” for each wrong answer. The highest score that students could obtain from the achievement tests was “100” and the lowest score was “0”.The achievement tests were presented to experts to receive their opinions. Achievement tests were sent to 10 nurses who are experts in their fields. Achievement Test 1 and Achievement Test 2 were created by taking the opinions of 5 experts working in the field of Nursing Principles. The Content Validity Index (CVI) value of this form was found to be 0.95. Social Media Scale in Nursing Education (SMSNE): The SMSNE, which was developed by Rodriguez et al. (2021), and whose validity and reliability study was conducted by Erden et al. (2022), consists of 13 items that determine the use of social media in nursing education. The scale consists of 3 sub-dimensions, the first of which is social media use in nursing education, the second is attitude, and the third is contrast information. High scores received on the scale indicate that the level of social media use in nursing education is high. Although Rodriguez et al. (2021)reported the Cronbach’s Alpha value as 0.84, it was found to be 0.87 in the present study. Social Media Site Not every social media site is suitable for education. The Instagram site was used in the present study. Instagram is used as a social interaction and communication tool rather than education. If this point is not taken care of, it can become a tool where students will make friends, chat and spend most of their time instead of education. It is considered that it would be more beneficial for students to use social media tools, which are safe, more suitable for education, and even designed only for education. For this reason, a new social media account was created for educational purposes that students could use. All social media-supported learning was performed from here throughout the study period. Data collection The data were collected in the Nursing Fundamentals course in the fall semester of the 2021-2022 academic year. All students were informed about the study and their consent was obtained in the first step . The Fundamentals of Nursing course is one of the compulsory vocational course for freshman students in the first year, in which basic nursing skill methods are taught. The course consists of 4 hours of theory and 8 hours of practice. Parenteral drug applications were explained interactively to all students by the same instructors for a total of 12 hours for 3 weeks in the second step . Then, the 12-hour theoretical course on the skills aimed to be taught to the students in the intervention and control group was explained again. After the theoretical course, each skill was demonstrated in the laboratory environment in a 24-hour laboratory course by the instructor with the demonstration method in line with the checklists. In the third step , following the completion of the education, the students who gave their informed consent and agreed to participate in the study filled in the “Personal Information Form” under observation in the classroom setting. Then, the “Achievement Test 1” and “Social Media Scale in Nursing Education” were applied to all students as a pre-test. The Creation of Groups The names of the nursing students who constituted the study sampling were written on separate papers and put in a box. From the randomly drawn papers, the first drawn was included in the “intervention group” and the second in the “control group”.The process continued until the papers in the box were finished. Videos and informative photos on continuous parenteral drug administration for 4 weeks were shared with the intervention group from an Instagram page created for this study in the fourth step . Question-answer was performed in the story section on Instagram and it was provided to write the scores in the comments. The answer to the question was shared with explanations in this section the next day. Practical information was given to the students with the effective use of social media tools, which were tried to be used more efficiently. Necessary measures were taken for students to use social media for a maximum of one hour. The students entered the page at the times they determined outside the class, followed the posts that were sent by the trainer, and took notes according to the trainer’s directives. The notes taken were checked and evaluated in the messaging section. Students answered questions by asking other students and the trainer about the topics they did not understand. Students commented on what they learned under the shared resources and a discussion section was created. The shares and comments of the students were constantly checked by the trainer and feedback was provided. It was shared with the students in the Intervention Group that the “post tracking” feature should be turned on. In this way, every shared post could be seen by the students. Also, students in the Intervention Group were warned that all posts should be recorded. Researchers created this page. After the students in the Intervention Group were accepted to the page, the privacy setting of the page was turned off, and no students in the Control Group were allowed on the page. In the fifth step , the “Achievement Test 2” and “Social Media Scale in Nursing Education” were applied to the intervention and control groups as a post-test. Statistical Analysis The SPPS 23.0 package program was used to analyze the data obtained in the study. When comparing control and intervention groups, the Independent Groups t -test was used for comparisons between normally distributed continuous variables, and the Chi-Square Test was used for categorical variables. If the data from the comparison of the scale scores before and after the application in the intervention group showed normal distribution, the paired t -test was used, and if it did not show normal distribution, the Wilcoxon Test was used. The challenges and limitations of the study The limitation of the study was that it was conducted only with freshman nursing students studying at the nursing faculty of a university. RESULTS The mean age of the students in the intervention group was 18.69 ± 1.33in this study, which was conducted to evaluate the effect of social media-supported learning on the academic achievement of nursing students and the level of social media use in nursing education. It was found that 62.5% of the students were female, 56.3% lived in the city, 81.2%had an elementary family, and 90.6% had a medium income. The mean age of the nursing students in the control group was 19.36 ± 0.92. It was found that 87.9% of the students were female, 66.7%lived in the city, 84.2%had an elementary family, and 87.9% had a medium income. The nursing students in the intervention and control group were found to be similar in terms of age (t=-0.659, p = 0.420), gender (U = 378.00, p = 0.007), place of residence (KW = 0.375, p = 0.540), family type (U = 0.504, p = 705), and income level(KW = 0.134, p = 0.714) (p > .05) (Table 1 ). Table 1 Descriptive Characteristics of Groups (N = 65) Characteristics Education (n = 32) Mean ± SD Control (n = 33) Mean ± SD t p Age 18.69 ± 1.33 19.36 ± 0.92 -0.659 0.420 S % S % U P Gender Famale 20 62.5 29 87.9 378.00 0.007 Male 12 37.5 3 9.1 Living place KW P City 18 56.3 22 66.7 0.375 0.540 Town 9 28.1 5 15.2 Village 5 15.6 6 18.1 Family type U P Core 26 81.2 28 84.2 0.504 0.705 Wide 6 18.8 5 15.8 Income KW P Good 2 6.3 3 9.1 0.134 0.714 Middle 29 90.6 29 87.9 Bad 1 3.1 1 3.0 According to the comparison of the SMSNE pretest-posttest mean scores of the nursing students in the intervention and control groups given in Table 2 , the mean pre-test SMSNE score of the nursing students in the intervention group was found to be 49.71 ± 12.96, and the mean post-test score was 54.56 ± 7.80. The mean pre-test SMSNEscore of the nursing students in the control group was 45.48 ± 8.57, and the mean post-test score was found to be49.21 ± 8.52. Table 2 Table 2 . Comparison of HESME Pre-Test-Post-Test Mean Scores of Education and Control Group Nursing Students Within and Between Groups (n = 65) Education (n = 32) Mean ± SD Control (n = 33) Mean ± SD Test and p Pre- Test 49.71 ± 12.96 45.48 ± 8.57 t = 1.24 p = 0.124 Post-Test 54.56 ± 7.80 49.21 ± 8.52 t = 0.362 p = 0.010 Test and p t = -2.295 p = 0.022 t= -2.766 p = 0.006 After the training, it was found that the mean posttest scale score of the nursing students in the intervention group increased when compared to the pretest scale mean score, and the difference between the two scores was statistically significant (p < 0.001). It was also found that the post-test mean score of the nursing students in the control group increased when compared to the pre-test mean score, and the difference was not statistically significant (p > 0.05) The mean pretest scale score of the nursing students in the intervention group was close to the pretest scale mean score of the nursing students in the control group, and this difference was not statistically significant (p > 0.05). The difference between the post-test mean scores of the nursing students in the training and control group was found to be statistically significant (p < 0.001). In Table 3 , it is seen that the mean score of the first exam before the education, which was conducted to evaluate the effect of social media training given to nursing students on their cognitive development, was 73.75 ± 9.75in the intervention group and 80.63 ± 11.27after the training. The mean scores of the nursing students in the control group were determined as 71.36 ± 8.68 in the pre-test and 60.61 ± 14.67 in the post-test. Table 3 Pre- and Post-Training Exam Scores of the Students in the Education and Control Group (N = 65) Education (n = 32) Mean ± SD Control (n = 33) Mean ± SD Test and p Achievement Test 1 73.75 ± 9.75 71.36 ± 8.68 t = 1.24 p = 0.302 Achievement Test 2 80.63 ± 11.27 60.61 ± 14.67 t = 3.846 p = 0.000 Test and p t =-7.017 p = 0.000 t= -7.015 p = 0.000 It was also found that the mean score of the test after the training increased when compared to the mean score of the test before the training and the difference between the two scores was statistically significant (p 0.001). DISCUSSION In the present study, it was found that social media-supported nursing education significantly increased the level of social media use of nursing students. When SMSNE questions were examined, it was found that students were used to contributing to academic This is an expected and welcome situation. Because students generally think that they continue to use social media to contribute to their academic education. According to Cronquist and Spector, social media is considered a medium where feelings can be expressed and reflected and support can be obtained among colleagues and friendship groups (Cronquist & Spector, 2011 ). Bary and Hardiker, on the other hand, underlined that social media provides important opportunities for nurses to follow the developments in the field of healthcare in their online dialogues with their colleagues, educators, and students from different parts of the world. For example, the “Connecting Nursing” action of the International Council of Nurses (ICN) aimed to create a digital forum where nurses from different parts of the world can share ideas, advice, and innovations (Barry & Hardiker, 2012 ). Fraser defined social media as the “new friends” of nurses in healthcare as a space where patients and health professionals come together (Barry & Hardiker, 2012 ). In social networks, sharing occurs generally for different purposes among nurses such as access to information, education, and health promotion. In this context, nurses stated that they shared all kinds of information about their profession, case discussions, information on practice environments, and employment in social networks (Fraser, 2012 ).In the study that was conducted with nursing students by Tuominen et al., it was reported that one-third (35%) of the students use social networks for educational purposes (Tuominen et al., 2014 ).In their study, Öztürk and Akgün reported that social networks provide online support for the educational activities of university students Allan (Ozturk & Akgun, 2012 ).In another study that was conducted by Maloney et al., it was determined that 85%of physiotherapy students stated that social networks increased their learning experiences, and 73% stated that social networks were suitable for educational purposes (Maloney et al., 2014 ).In the study by Tuominen et al. conducted with nursing students, it was reported that students stated that social networks positively affected their learning experiences (82%) (Tuominen et al., 2014 ). Hamid et al. stated that social networks were found to be beneficial to students because they provide ease of interaction with educators outside of class hours (Hamid et al., 2015 ). In the study that was conducted by Tower et al., it was reported by the majority of nursing students that social networks are an innovative method that supports their work. In the same study, they also reported that social networks provided significant benefits in facilitating their learning and preparing for exams by enabling them to cooperate with their peers on social media (Tower et al., 2014 ). In another study conducted by Hamid et al., students stated that social networks allowed them to improve their critical thinking skills by interpreting the work of their peers and contributed to monitoring their learning processes (Hamid et al., 2015 ). It is reported in the literature that social networks such as Facebook can be effective in better understanding the course contents and better preparing for courses with the group formed by peers(Roblyer et al., 2010 ). It is also pointed out that social networks are an important advantage in peer education since they facilitate cooperation for educational purposes and support students to receive feedback among themselves (Hamid et al., 2015 ). Considering that the positive effects of social networks were reported more by students in this current study and previous studies, the results suggest that social media can be effective in increasing the use of social media in education for students and that the integration of these networks into higher education should be studied carefully. It was also found in the current study that the“Achievement Tests” that were conducted to evaluate the effect of social media training given to nursing students on their cognitive development increased in the training group and decreased in the control group (Table 3 ). Social media-supported learning contributed positively to the success of students and one of the important points was that although the students in the intervention group continued to learn after 1 month and could easily remember what they learned, it was observed that the students in the control group forgot what they learned as time passed. There are similarities in the literature in this respect. In the study by Kuçukkaya et al.(2022)conducted with nursing students, it was found that academic achievement was higher when students used social media at the right time for the right purpose (Kuçukkaya et al., 2022 ). In the study of Koç & Ayık with secondary school students, it was concluded that the academic achievement of the students trained with Facebook was higher. Al-Shdayfat’s study reported that more than one-third of the students (36.2%) used social media for educational purposes and that they had a positive attitude towards these media in increasing their knowledge during their education (Al-Shdayfat, 2018 ).In the study of Gunduz & Akınoglu, a very high increase was detected in the mean achievement score of the social media-supported learning group (Akgunduz, 2013 ). This result supports the results of the literature (Ainin et al., 2015 ; Guler, 2015 ). The results of the study show that a learning medium supported by Instagram will yield positive results for the learner. Social networks employed in social media-supported learning applications increase the learning of students. The conveniences provided by social media-supported learning can be listed as being fun and enjoyable, helping to reinforce the topics, and allowing students to interact with each other, ask questions, share ideas, and do their homework. Social media-supported learning may have had positive impacts on students’ views of the course and Achievement Tests since it increases the success of students and encourages them to study better, in addition to facilitating learning, being enjoyable and entertaining. However, it is considered that it would be beneficial to support these environments not alone but with face-to-face education-teaching environments. It is also considered that the use of popular social media environments such as Instagram for educational purposes within the framework of a certain plan and order will be beneficial. CONCLUSION AND RECOMMENDATIONS There are quite high score increases in the achievement tests in social media-supported learning, which shows that education is permanent. It was determined that social media supports students to acquire new knowledge and skills. For young people to use technological tools consciously, their participation in various training courses must be ensured and young people must be guided in this regard. The interest and motivation of students should be increased by using social media. Internet and social media literacy training should be provided both to students and instructors. The social media medium that is planned to be used for social media-supported learning must be suitable for education. It may be more beneficial to prefer the social media sites that are now increasing in number and can only be used in education rather than a social media medium used for chatting, making friends, and spending time. In future studies, it will be important in terms of contributing to the literature to investigate the process of students learning different courses through social networking, with results based on long-term observations and measurements. In these studies, which will be planned with the interventional method, quantitative and qualitative data can be examined by following a mixed method by making one-to-one interviews with students. RELEVANCE TO CLINICAL PRACTICE It was reported in previous studies that social media provides a unique space to renew educational methods and implement new educational strategies. Social media has the role of improving the communication skills of students and instructors, expanding participation, strengthening peer support, and realizing collaborative learning. The use of social media in nursing education increases the permanence of education. Declarations Author Contributions 1.Study design: Y.E, H.A.K., B.Ç. 2.Data collection: B.Ç. 3.Data analysis: B.Ç. 4. Study supervision: H.A.K., 5.Manuscript writing: Y.E, H.A.K., B.Ç. 6 . Critical revisions for important intellectual content: Y.E 1. Ethical Approval This study received 20.09.2021 dated and 02 numbered approval was taken from Erzurum Technical University Scientific Research and Publication Board. Acknowledgement We thank the participant for taking part in the study. Funding Information Conflict of interests The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Authorship Statement All listed authors meet the authorship criteria and that all authors are in the agreement with the content of the manuscript. Clinical Trials Number The Clinical Trials registration number isNCT05387629. This research has not been presented on any scientific platform before. . References Ainin S., Naqshbandi M. 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Social media in health professional education: a student perspective on user levels and prospective applications. Advances in Health Sciences Education , 19 (5), 687-697. Nematollahi S., Minter D. J., Barlow B., Nolan N. S., Spicer J. O., Wooten D., Cortes-Penfield N., Barlow A., Chavez M. A., & McCarty T. (2022). The Digital Classroom: How to Leverage Social Media for Infectious Diseases Education. Clinical Infectious Diseases , 74 (3), S237-S243. Ozturk E, Elmaoglu E, Karasu F, Hasan ÇA. (2022). Social Media and Nursing, Kastamonu academia 7 (3): 15-16. Ozturk M, & Akgun OE. (2012). Unıversity Students’ Purposes in Using Social Networking Sites, and Their Opinions on Using These Sites In Education. Sakarya University Journal of Education 2 (3): 49-67. Roblyer M. D., McDaniel M., Webb M., Herman J., & Witty J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. The Internet and higher education , 13 (3), 134-140. Jiménez-Rodríguez D, Belmonte García M T, Arcos García, J, Castro-Luna G. (2021). Development and validation of a social media questionnaire for nursing training: A pilot study. In Healthcare, 9, 3,344. Silver L. (2019). Smartphone ownership is growing rapidly around the world, but not always equally. Tibrewal I., Srivastava M., & Tyagi A. K. (2022). Blockchain technology for securing cyber-infrastructure and internet of things networks. Intelligent Interactive Multimedia Systems for e-Healthcare Applications , 337-350. Tower M., Latimer S., & Hewitt J. (2014). Social networking as a learning tool: nursing students' perception of efficacy. Nurse education today , 34 (6), 1012-1017. Tuominen R., Stolt M., & Salminen L. (2014). Social media in nursing education: The view of the students. Education Research International , 2014 . Xue S., & Churchill D. (2022). Educational affordances of mobile social media for language teaching and learning: a chinese teacher’s perspective. Computer Assisted Language Learning , 35 (4), 918-947. Additional Declarations No competing interests reported. Supplementary Files AutobiographicalNotes.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4889027","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":341592107,"identity":"bac4c664-a89e-4d5e-92b2-8bad582f1ed5","order_by":0,"name":"Yasemin Erden","email":"","orcid":"","institution":"Erzurum Technical University","correspondingAuthor":false,"prefix":"","firstName":"Yasemin","middleName":"","lastName":"Erden","suffix":""},{"id":341592108,"identity":"a7d08d97-7cf5-4475-9e24-a97dd9351bcc","order_by":1,"name":"Handan Aydın Kahraman","email":"","orcid":"","institution":"Erzincan University","correspondingAuthor":false,"prefix":"","firstName":"Handan","middleName":"Aydın","lastName":"Kahraman","suffix":""},{"id":341592109,"identity":"5ce5f768-bf08-4ec1-a6b1-eefa77040db3","order_by":2,"name":"Bahar Çiftçi","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABDklEQVRIie3RMUvDQBTA8XcEkuWpc1Dar/AkUA1q81UsAbscjqWDw0GhU+wcv0U/wh0HnWpdIzpYXDsEhFJBxeSQDpLEjg73X+5u+MG7OwCb7R9GgGZFTwDI3OxZsXV3IDgDUGlx3hL8g0BJHDSkrIGcePfqbQjdI2yPlvr85qNNTyMB+UBDdCgrSZhcx/4cYkTXJc1ndDx9VoKlCw24f1k9mOTkC5AYuQiau8SmWU84e+OC1ExGD6vgvSRYktMvigz5bCIZ7/hbwsbUM4Q1kDBddUJB5V2uSN1OgviuICpZ9BHnNS92wINHMexG6OjXfLNuXUyy/vJlMzhreUk1+Rnv11lC/bfYbDabbYe+AbC+V8mwnTAoAAAAAElFTkSuQmCC","orcid":"","institution":"Atatürk University","correspondingAuthor":true,"prefix":"","firstName":"Bahar","middleName":"","lastName":"Çiftçi","suffix":""}],"badges":[],"createdAt":"2024-08-09 20:38:11","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-4889027/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-4889027/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":65788015,"identity":"2a2d43de-3de4-4d87-9104-1d07f352e3ba","added_by":"auto","created_at":"2024-10-02 16:48:02","extension":"jpeg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":428803,"visible":true,"origin":"","legend":"\u003cp\u003eLegend not included with this version\u003c/p\u003e","description":"","filename":"floatimage1.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-4889027/v1/2deb45bc5be818c1501f1a37.jpeg"},{"id":65790691,"identity":"36286255-9a26-4284-95e4-eb69285681fe","added_by":"auto","created_at":"2024-10-02 17:12:05","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1111887,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4889027/v1/8aa7c0fc-4c97-4a79-9110-804737c8242e.pdf"},{"id":65789708,"identity":"d7175bd0-8453-4374-9139-e60fea72402c","added_by":"auto","created_at":"2024-10-02 16:56:02","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":16578,"visible":true,"origin":"","legend":"","description":"","filename":"AutobiographicalNotes.docx","url":"https://assets-eu.researchsquare.com/files/rs-4889027/v1/a55d6a01a820cfed290ea6fd.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Leveraging Social Media for Academic Success in Nursing Education","fulltext":[{"header":"BACKGROUND","content":"\u003cp\u003eThese electronic tools are being used to support learning among nursing students, but no review and synthesis of their effectiveness currently exists. Therefore, randomized controlled studies are needed to evaluate the effect of social media-supported learning in nursing education on students\u0026apos; academic achievement. Social media may aid learning knowledge and skills among nursing \u0026nbsp; students, enhance confidence, and facilitate professional and personal networks. The characteristics of social media such as its dynamic, interactive, online environments can affect the learning process in several ways. The review findings may guide the design and delivery of social media based educational interventions in higher and continuing education. The review findings may guide the design and delivery of social media based educational interventions in higher and continuing education.\u003c/p\u003e"},{"header":"INTRODUCTION","content":"\u003cp\u003eTechnology is present in every aspect of our lives in today\u0026rsquo;s living conditions, and it is constantly changing and improving (Kaur et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). As in many other fields, progress has been made in the field of communication, and this has provided the opportunity to access information quickly with the help of technological developments. After the use of mobile phones became widespread, access to information or information sharing can be done quickly with smartphones, which are an integral part of daily life now(George et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Tibrewal et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) By facilitating digitalization, smartphones have made the use of social media, which is one of the most advanced communication and interaction ways of our age, widespread (Silver, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). The social media tools are social networking websites (i.e. Facebook, Twitter, Instagram, and YouTube) in our country and around the world. The use of social networking websites in the field of education has also increased in our present-day (Hall \u0026amp; Liu, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIt was reported in previous studies that social media provides a unique space to renew educational methods and implement new educational strategies (Dave et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Social media tools have many characteristics for the development of educational processes (Dave et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). With these characteristics, social media has the role of improving the communication skills of students and instructors, expanding participation, strengthening peer support, and realizing collaborative learning (Xue \u0026amp; Churchill, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). It also offers opportunities such as supporting the instructor in the teaching and evaluation process (Edumadze \u0026amp; Demuyakor, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). There has been a recent and increasing interest in the use of social media, which has been adopted as an educational tool in higher education, by researchers, instructors, and practitioners (Hamadi et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAdvanced technology and digital education concepts are becoming more and more widespread in nursing education, which requires both theoretical and psychomotor knowledge (Car et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Digital education types such as computer-based, open online courses, virtual reality, augmented reality, virtual patients, games, and gamification that support education for nursing students are among the currently adopted areas (Nematollahi et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eSocial media, which is the internet technology preferred widely in nursing education, improves the relationship between nurse academicians and nursing students facilitating cooperation. It was reported in previous studies that the critical thinking, analysis-synthesis, and idea-generation skills of nursing students who use social media in their education processes increase (Ozturk et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). In European Union countries, nursing education programs should contain interesting up-to-date information and include mobile smart devices and social networks as part of their teaching methods. Such changes will help to attract the attention of nursing students in academic and practice areas (Chicca \u0026amp; Shellenbarger, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2018a\u003c/span\u003e, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2018b\u003c/span\u003e; Lee et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Mackay et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eInstagram is a widely used social media platform with 1\u0026nbsp;billion users worldwide (Instgram, 2021). In most cases, Instagram is accessed via its corresponding smartphone app, which is used to view and share pictures or videos. Users can view pictures and videos in two ways either via their timeline or the so-called story function. The story function is found in the top section of the Instagram home screen. Content creators can share short video clips or pictures in the story function, which are then presented to the creator\u0026rsquo;s followers. Instagram stories are available for 24 hours. Besides the sole presentation of pictures or videos in the story, creators can also integrate different interactive functionalities, such as quizzes. A recent study evaluated the use of social media platforms and showed that 59% of Instagram users visited Instagram at least daily, and more than one-third of the users visited the app several times a day (Auxier and Anderson, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Therefore, it seems like a reasonable approach for integrating nursing education into everyday life.\u003c/p\u003e \u003cp\u003eUsing social media at the right time in line with its purpose will make a significant contribution to education, including in both theoretical courses and practices in clinical fields, in a way that will enable nursing students to be active. It is considered that attracting and differentiating the attention of learners with classroom environments enriched with technology will make positive progress in learning. It is also important that the information to be provided to students is organized in a certain plan, especially on social platforms where they spend most of their time. The increasing number of social network users and the duration of their use shows the necessity of using these platforms not only as entertainment and communication tools but also for educational purposes. For this reason, the purpose of the present study was to draw attention to the use of social media to facilitate learning in undergraduate nursing students' education and determine the effect of social media-supported learning on the academic achievement and social media usage levels of students in nursing education.\u003c/p\u003e"},{"header":"METHODS","content":"\u003cp\u003e\u003cstrong\u003eDesign\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe purpose of this study was to determine the effect of social media-supported learning on the academic achievement of nursing students and their social media usage levels in nursing education.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eType of the study\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study had a randomized controlled interventional design. The Clinical Trials registration number is NCT05387629. Consolidated Standards of Reporting Trials (CONSORT) guidelines for reporting parallel group randomized trials checklist was used to guide the reporting of this RCT (Checklist see Supplementary File S1).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudy population-sampling\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe population of the study consisted of the freshman students of X. The sampling consisted of students who met the study criteria, accepted to participate in the study, and used Instagram as social media.\u003c/p\u003e\n\u003cp\u003eBefore the study commenced, a priori power analysis was made to determine the sampling size of the study. It was found in this power analysis that the sampling size should be 60, with a significance level of 0.05, a Confidence Interval of 95%, a power of 95%, and a margin of error of 5%, with 30 students in the intervention group and 30in the control group(Gürol et al., 2016; Kiraz et al., 2019).\u0026nbsp;A total of 70 students were included in the study considering that there might be data losses. The study was completed with a total of 65students, 32in the intervention group, and 33in the control group because 2students wanted to quit the study, 2students did not participate in the collection of post-test data, one 1student could not follow social media.\u0026nbsp;Consort 2010 Flow Diagram (Figure 1).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInclusion criteria of the study\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e• Students using Instagram\u003c/p\u003e\n\u003cp\u003e• Those who had smart mobile phones\u003c/p\u003e\n\u003cp\u003e• Those who did not have internet problems\u003c/p\u003e\n\u003cp\u003e• Those who were not absent from classes throughout the study period\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData collection tools\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe “Personal Information Form”, “Achievement Test 1”, “Achievement Test 2”, and “Social Media Scale in Nursing Education (SMSNE)” were used to collect the study data.\u003c/p\u003e\n\u003cp\u003ePersonal Information Form: The questionnaire contained questions on age, gender, marital status, family structure, and place of residence.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;“Achievement Test 1” and “Achievement Test 2”:\u003c/strong\u003e Multiple-choice questions were prepared by the researchers by scanning the literature data. The questions in “Achievement Test 1” and “Achievement Test 2” related to the subject of “Parenteral drug applications” were created differently from each other. A total of 25 of the 50 multiple-choice questions, which were considered to be suitable for the study, were duplicated as the number of students for “Achievement Test 1” and“Achievement Test 2” and were kept ready before the application.\u003c/p\u003e\n\u003cp\u003eA total of 70 students who participated in the study were taken to the same class at the same time and“Achievement Test 1” was applied. The evaluation of the achievement tests was made out of 100 points. For this purpose, the total achievement scores of the students were calculated as 4 times the number of correct answers. The results of“Achievement Test 1” and “Achievement Test 2” were evaluated by giving “4” points for each correct answer and “0” for each wrong answer. The highest score that students could obtain from the achievement tests was “100” and the lowest score was “0”.The achievement tests were presented to experts to receive their opinions.\u0026nbsp;Achievement\u0026nbsp;tests were sent to 10 nurses who are experts in their fields.\u0026nbsp;Achievement Test 1 and Achievement Test 2 were created by taking the opinions of 5 experts working in the field of Nursing Principles. The Content Validity Index (CVI) value of this form was found to be 0.95.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSocial Media Scale in Nursing Education (SMSNE):\u0026nbsp;\u003c/strong\u003eThe SMSNE, which was developed by Rodriguez et al. (2021), and whose validity and reliability study was conducted by Erden et al. (2022), consists of 13 items that determine the use of social media in nursing education. The scale consists of 3 sub-dimensions, the first of which is social media use in nursing education, the second is attitude, and the third is contrast information. High scores received on the scale indicate that the level of social media use in nursing education is high. Although Rodriguez et al. (2021)reported the Cronbach’s Alpha value as 0.84, it was found to be 0.87 in the present study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSocial Media Site\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot every social media site is suitable for education. The Instagram site was used in the present study. Instagram is used as a social interaction and communication tool rather than education. If this point is not taken care of, it can become a tool where students will make friends, chat and spend most of their time instead of education. It is considered that it would be more beneficial for students to use social media tools, which are safe, more suitable for education, and even designed only for education. For this reason, a new social media account was created for educational purposes that students could use. All social media-supported learning was performed from here throughout the study period.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData collection\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data were collected in the Nursing Fundamentals course in the fall semester of the 2021-2022 academic year. All students were informed about the study and their consent was obtained \u003cstrong\u003ein the first step\u003c/strong\u003e.\u003c/p\u003e\n\u003cp\u003eThe Fundamentals of Nursing course is one of the compulsory vocational course for freshman students in the first year, in which basic nursing skill methods are taught. The course consists of 4 hours of theory and 8 hours of practice. Parenteral drug applications were explained interactively to all students by the same instructors for a total of 12 hours for 3 weeks\u003cstrong\u003e\u0026nbsp;in the second step\u003c/strong\u003e. Then, the 12-hour theoretical course on the skills aimed to be taught to the students in the intervention and control group was explained again. After the theoretical course, each skill was demonstrated in the laboratory environment in a 24-hour laboratory course by the instructor with the demonstration method in line with the checklists. \u003cstrong\u003eIn the third step\u003c/strong\u003e, following the completion of the education, the students who gave their informed consent and agreed to participate in the study filled in the \u003cstrong\u003e“Personal Information Form”\u003c/strong\u003e under observation in the classroom setting. Then, the \u003cstrong\u003e“Achievement Test 1”\u003c/strong\u003e and \u003cstrong\u003e“Social Media Scale in Nursing Education”\u003c/strong\u003e were applied to all students as a pre-test.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe Creation of Groups\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe names of the nursing students who constituted the study sampling were written on separate papers and put in a box. From the randomly drawn papers, the first drawn was included in the “intervention group” and the second in the “control group”.The process continued until the papers in the box were finished.\u003c/p\u003e\n\u003cp\u003eVideos and informative photos on continuous parenteral drug administration for 4 weeks were shared with the intervention group from an Instagram page created for this study\u003cstrong\u003e\u0026nbsp;in the fourth step\u003c/strong\u003e. Question-answer was performed in the story section on Instagram and it was provided to write the scores in the comments. The answer to the question was shared with explanations in this section the next day. Practical information was given to the students with the effective use of social media tools, which were tried to be used more efficiently. Necessary measures were taken for students to use social media for a maximum of one hour. The students entered the page at the times they determined outside the class, followed the posts that were sent by the trainer, and took notes according to the trainer’s directives. The notes taken were checked and evaluated in the messaging section. Students answered questions by asking other students and the trainer about the topics they did not understand. Students commented on what they learned under the shared resources and a discussion section was created. The shares and comments of the students were constantly checked by the trainer and feedback was provided. It was shared with the students in the Intervention Group that the “post tracking” feature should be turned on. In this way, every shared post could be seen by the students. Also, students in the Intervention Group were warned that all posts should be recorded. Researchers created this page. After the students in the Intervention Group were accepted to the page, the privacy setting of the page was turned off, and no students in the Control Group were allowed on the page.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eIn the fifth step\u003c/strong\u003e, the\u003cstrong\u003e“Achievement Test 2”\u0026nbsp;\u003c/strong\u003eand\u003cstrong\u003e“Social Media Scale in Nursing Education”\u003c/strong\u003e were applied to the intervention and control groups as a post-test.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStatistical Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe SPPS 23.0 package program was used to analyze the data obtained in the study. When comparing control and intervention groups, the Independent Groups \u003cstrong\u003e\u003cem\u003et\u003c/em\u003e\u003c/strong\u003e-test was used for comparisons between normally distributed continuous variables, and the Chi-Square Test was used for categorical variables. If the data from the comparison of the scale scores before and after the application in the intervention group showed normal distribution, the paired \u003cstrong\u003e\u003cem\u003et\u003c/em\u003e\u003c/strong\u003e-test was used, and if it did not show normal distribution, the Wilcoxon Test was used.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe challenges and limitations of the study\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe limitation of the study was that it was conducted only with freshman nursing students studying at the nursing faculty of a university.\u003c/p\u003e"},{"header":"RESULTS","content":"\u003cp\u003eThe mean age of the students in the intervention group was 18.69\u0026thinsp;\u0026plusmn;\u0026thinsp;1.33in this study, which was conducted to evaluate the effect of social media-supported learning on the academic achievement of nursing students and the level of social media use in nursing education. It was found that 62.5% of the students were female, 56.3% lived in the city, 81.2%had an elementary family, and 90.6% had a medium income.\u003c/p\u003e \u003cp\u003eThe mean age of the nursing students in the control group was 19.36\u0026thinsp;\u0026plusmn;\u0026thinsp;0.92. It was found that 87.9% of the students were female, 66.7%lived in the city, 84.2%had an elementary family, and 87.9% had a medium income.\u003c/p\u003e \u003cp\u003eThe nursing students in the intervention and control group were found to be similar in terms of age (t=-0.659, p\u0026thinsp;=\u0026thinsp;0.420), gender (U\u0026thinsp;=\u0026thinsp;378.00, p\u0026thinsp;=\u0026thinsp;0.007), place of residence (KW\u0026thinsp;=\u0026thinsp;0.375, p\u0026thinsp;=\u0026thinsp;0.540), family type (U\u0026thinsp;=\u0026thinsp;0.504, p\u0026thinsp;=\u0026thinsp;705), and income level(KW\u0026thinsp;=\u0026thinsp;0.134, p\u0026thinsp;=\u0026thinsp;0.714) (p\u0026thinsp;\u0026gt;\u0026thinsp;.05) (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDescriptive Characteristics of Groups (N\u0026thinsp;=\u0026thinsp;65)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCharacteristics\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eEducation (n\u0026thinsp;=\u0026thinsp;32)\u003c/p\u003e \u003cp\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;SD\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003eControl (n\u0026thinsp;=\u0026thinsp;33)\u003c/p\u003e \u003cp\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;SD\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003et\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003ep\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAge\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e18.69\u0026thinsp;\u0026plusmn;\u0026thinsp;1.33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003e19.36\u0026thinsp;\u0026plusmn;\u0026thinsp;0.92\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-0.659\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.420\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eS\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003e%\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003eS\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cb\u003e%\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cb\u003eU\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u003cb\u003eP\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eGender\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFamale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e62.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e87.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e378.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e0.007\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e37.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e9.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eLiving place KW P\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e56.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e66.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e0.375\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e0.540\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTown\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e28.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e15.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVillage\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e15.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e18.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eFamily type U P\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCore\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e81.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e84.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e0.504\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e0.705\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWide\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e18.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e15.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eIncome KW P\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGood\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e9.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e0.134\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e0.714\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMiddle\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e90.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e87.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBad\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAccording to the comparison of the SMSNE pretest-posttest mean scores of the nursing students in the intervention and control groups given in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, the mean pre-test SMSNE score of the nursing students in the intervention group was found to be 49.71\u0026thinsp;\u0026plusmn;\u0026thinsp;12.96, and the mean post-test score was 54.56\u0026thinsp;\u0026plusmn;\u0026thinsp;7.80. The mean pre-test SMSNEscore of the nursing students in the control group was 45.48\u0026thinsp;\u0026plusmn;\u0026thinsp;8.57, and the mean post-test score was found to be49.21\u0026thinsp;\u0026plusmn;\u0026thinsp;8.52.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e. Comparison of HESME Pre-Test-Post-Test Mean Scores of Education and Control Group Nursing Students Within and Between Groups (n\u0026thinsp;=\u0026thinsp;65)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEducation (n\u0026thinsp;=\u0026thinsp;32)\u003c/p\u003e \u003cp\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;SD\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eControl (n\u0026thinsp;=\u0026thinsp;33)\u003c/p\u003e \u003cp\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;SD\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eTest and p\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003ePre- Test\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e49.71\u0026thinsp;\u0026plusmn;\u0026thinsp;12.96\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e45.48\u0026thinsp;\u0026plusmn;\u0026thinsp;8.57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003et\u0026thinsp;=\u0026thinsp;1.24\u003c/p\u003e \u003cp\u003ep\u0026thinsp;=\u0026thinsp;0.124\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003ePost-Test\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e54.56\u0026thinsp;\u0026plusmn;\u0026thinsp;7.80\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e49.21\u0026thinsp;\u0026plusmn;\u0026thinsp;8.52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003et\u0026thinsp;=\u0026thinsp;0.362\u003c/p\u003e \u003cp\u003e\u003cb\u003ep\u0026thinsp;=\u0026thinsp;0.010\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTest and p\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003et = -2.295\u003c/p\u003e \u003cp\u003e\u003cb\u003ep\u0026thinsp;=\u0026thinsp;0.022\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003et= -2.766\u003c/p\u003e \u003cp\u003ep\u0026thinsp;=\u0026thinsp;0.006\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAfter the training, it was found that the mean posttest scale score of the nursing students in the intervention group increased when compared to the pretest scale mean score, and the difference between the two scores was statistically significant (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). It was also found that the post-test mean score of the nursing students in the control group increased when compared to the pre-test mean score, and the difference was not statistically significant (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05)\u003c/p\u003e \u003cp\u003eThe mean pretest scale score of the nursing students in the intervention group was close to the pretest scale mean score of the nursing students in the control group, and this difference was not statistically significant (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05). The difference between the post-test mean scores of the nursing students in the training and control group was found to be statistically significant (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001).\u003c/p\u003e \u003cp\u003eIn Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, it is seen that the mean score of the first exam before the education, which was conducted to evaluate the effect of social media training given to nursing students on their cognitive development, was 73.75\u0026thinsp;\u0026plusmn;\u0026thinsp;9.75in the intervention group and 80.63\u0026thinsp;\u0026plusmn;\u0026thinsp;11.27after the training. The mean scores of the nursing students in the control group were determined as 71.36\u0026thinsp;\u0026plusmn;\u0026thinsp;8.68 in the pre-test and 60.61\u0026thinsp;\u0026plusmn;\u0026thinsp;14.67 in the post-test.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePre- and Post-Training Exam Scores of the Students in the Education and Control Group (N\u0026thinsp;=\u0026thinsp;65)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEducation (n\u0026thinsp;=\u0026thinsp;32)\u003c/p\u003e \u003cp\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;SD\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eControl (n\u0026thinsp;=\u0026thinsp;33)\u003c/p\u003e \u003cp\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;SD\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eTest and p\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAchievement Test 1\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e73.75\u0026thinsp;\u0026plusmn;\u0026thinsp;9.75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71.36\u0026thinsp;\u0026plusmn;\u0026thinsp;8.68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003et\u0026thinsp;=\u0026thinsp;1.24\u003c/p\u003e \u003cp\u003ep\u0026thinsp;=\u0026thinsp;0.302\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAchievement Test 2\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e80.63\u0026thinsp;\u0026plusmn;\u0026thinsp;11.27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e60.61\u0026thinsp;\u0026plusmn;\u0026thinsp;14.67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003et\u0026thinsp;=\u0026thinsp;3.846\u003c/p\u003e \u003cp\u003e\u003cb\u003ep\u0026thinsp;=\u0026thinsp;0.000\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTest and p\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003et =-7.017\u003c/p\u003e \u003cp\u003e\u003cb\u003ep\u0026thinsp;=\u0026thinsp;0.000\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003et= -7.015\u003c/p\u003e \u003cp\u003e\u003cb\u003ep\u0026thinsp;=\u0026thinsp;0.000\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eIt was also found that the mean score of the test after the training increased when compared to the mean score of the test before the training and the difference between the two scores was statistically significant (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). The mean post-test score of the nursing students in the control group decreased when compared to the mean pre-test score and the difference was statistically significant (p\u0026thinsp;\u0026gt;\u0026thinsp;0.001).\u003c/p\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003eIn the present study, it was found that social media-supported nursing education significantly increased the level of social media use of nursing students. When SMSNE questions were examined, it was found that students were used to contributing to academic This is an expected and welcome situation. Because students generally think that they continue to use social media to contribute to their academic education. According to Cronquist and Spector, social media is considered a medium where feelings can be expressed and reflected and support can be obtained among colleagues and friendship groups (Cronquist \u0026amp; Spector, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). Bary and Hardiker, on the other hand, underlined that social media provides important opportunities for nurses to follow the developments in the field of healthcare in their online dialogues with their colleagues, educators, and students from different parts of the world. For example, the “Connecting Nursing” action of the International Council of Nurses (ICN) aimed to create a digital forum where nurses from different parts of the world can share ideas, advice, and innovations (Barry \u0026amp; Hardiker, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Fraser defined social media as the “new friends” of nurses in healthcare as a space where patients and health professionals come together (Barry \u0026amp; Hardiker, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2012\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn social networks, sharing occurs generally for different purposes among nurses such as access to information, education, and health promotion. In this context, nurses stated that they shared all kinds of information about their profession, case discussions, information on practice environments, and employment in social networks (Fraser, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2012\u003c/span\u003e).In the study that was conducted with nursing students by Tuominen et al., it was reported that one-third (35%) of the students use social networks for educational purposes (Tuominen et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2014\u003c/span\u003e).In their study, Öztürk and Akgün reported that social networks provide online support for the educational activities of university students Allan (Ozturk \u0026amp; Akgun, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2012\u003c/span\u003e).In another study that was conducted by Maloney et al., it was determined that 85%of physiotherapy students stated that social networks increased their learning experiences, and 73% stated that social networks were suitable for educational purposes (Maloney et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2014\u003c/span\u003e).In the study by Tuominen et al. conducted with nursing students, it was reported that students stated that social networks positively affected their learning experiences (82%) (Tuominen et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Hamid et al. stated that social networks were found to be beneficial to students because they provide ease of interaction with educators outside of class hours (Hamid et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). In the study that was conducted by Tower et al., it was reported by the majority of nursing students that social networks are an innovative method that supports their work. In the same study, they also reported that social networks provided significant benefits in facilitating their learning and preparing for exams by enabling them to cooperate with their peers on social media (Tower et al., \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). In another study conducted by Hamid et al., students stated that social networks allowed them to improve their critical thinking skills by interpreting the work of their peers and contributed to monitoring their learning processes (Hamid et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). It is reported in the literature that social networks such as Facebook can be effective in better understanding the course contents and better preparing for courses with the group formed by peers(Roblyer et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). It is also pointed out that social networks are an important advantage in peer education since they facilitate cooperation for educational purposes and support students to receive feedback among themselves (Hamid et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Considering that the positive effects of social networks were reported more by students in this current study and previous studies, the results suggest that social media can be effective in increasing the use of social media in education for students and that the integration of these networks into higher education should be studied carefully.\u003c/p\u003e \u003cp\u003eIt was also found in the current study that the“Achievement Tests” that were conducted to evaluate the effect of social media training given to nursing students on their cognitive development increased in the training group and decreased in the control group (Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e). Social media-supported learning contributed positively to the success of students and one of the important points was that although the students in the intervention group continued to learn after 1 month and could easily remember what they learned, it was observed that the students in the control group forgot what they learned as time passed. There are similarities in the literature in this respect. In the study by Kuçukkaya et al.(2022)conducted with nursing students, it was found that academic achievement was higher when students used social media at the right time for the right purpose (Kuçukkaya et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). In the study of Koç \u0026amp; Ayık with secondary school students, it was concluded that the academic achievement of the students trained with Facebook was higher. Al-Shdayfat’s study reported that more than one-third of the students (36.2%) used social media for educational purposes and that they had a positive attitude towards these media in increasing their knowledge during their education (Al-Shdayfat, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).In the study of Gunduz \u0026amp; Akınoglu, a very high increase was detected in the mean achievement score of the social media-supported learning group (Akgunduz, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). This result supports the results of the literature (Ainin et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Guler, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). The results of the study show that a learning medium supported by Instagram will yield positive results for the learner. Social networks employed in social media-supported learning applications increase the learning of students. The conveniences provided by social media-supported learning can be listed as being fun and enjoyable, helping to reinforce the topics, and allowing students to interact with each other, ask questions, share ideas, and do their homework. Social media-supported learning may have had positive impacts on students’ views of the course and Achievement Tests since it increases the success of students and encourages them to study better, in addition to facilitating learning, being enjoyable and entertaining. However, it is considered that it would be beneficial to support these environments not alone but with face-to-face education-teaching environments. It is also considered that the use of popular social media environments such as Instagram for educational purposes within the framework of a certain plan and order will be beneficial.\u003c/p\u003e "},{"header":"CONCLUSION AND RECOMMENDATIONS","content":"\u003cp\u003eThere are quite high score increases in the achievement tests in social media-supported learning, which shows that education is permanent. It was determined that social media supports students to acquire new knowledge and skills.\u003c/p\u003e\u003cp\u003eFor young people to use technological tools consciously, their participation in various training courses must be ensured and young people must be guided in this regard. The interest and motivation of students should be increased by using social media. Internet and social media literacy training should be provided both to students and instructors.\u003c/p\u003e\u003cp\u003eThe social media medium that is planned to be used for social media-supported learning must be suitable for education. It may be more beneficial to prefer the social media sites that are now increasing in number and can only be used in education rather than a social media medium used for chatting, making friends, and spending time.\u003c/p\u003e\u003cp\u003eIn future studies, it will be important in terms of contributing to the literature to investigate the process of students learning different courses through social networking, with results based on long-term observations and measurements. In these studies, which will be planned with the interventional method, quantitative and qualitative data can be examined by following a mixed method by making one-to-one interviews with students.\u003c/p\u003e\u003ch2\u003eRELEVANCE TO CLINICAL PRACTICE\u003c/h2\u003e\u003cp\u003eIt was reported in previous studies that social media provides a unique space to renew educational methods and implement new educational strategies. Social media has the role of improving the communication skills of students and instructors, expanding participation, strengthening peer support, and realizing collaborative learning. The use of social media in nursing education increases the permanence of education.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAuthor Contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1.Study design:\u003c/strong\u003e Y.E, H.A.K., B.\u0026Ccedil;.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.Data collection:\u003c/strong\u003e B.\u0026Ccedil;.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.Data analysis:\u003c/strong\u003e B.\u0026Ccedil;.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.\u003c/strong\u003e \u003cstrong\u003eStudy supervision:\u003c/strong\u003e H.A.K.,\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5.Manuscript writing:\u003c/strong\u003e Y.E, H.A.K., B.\u0026Ccedil;.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e6\u003c/strong\u003e. \u003cstrong\u003eCritical revisions for important intellectual content:\u0026nbsp;\u003c/strong\u003eY.E\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1. Ethical Approval\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study received\u0026nbsp;20.09.2021 dated and 02 numbered approval was taken from Erzurum Technical University Scientific Research and Publication Board.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgement\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe thank the participant for taking part in the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding Information\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflict of interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthorship Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll listed authors meet the authorship criteria and that all authors are in the agreement with the content of the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical Trials Number\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Clinical Trials registration number isNCT05387629.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThis research has not been presented on any scientific platform before.\u003c/strong\u003e.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAinin S., Naqshbandi M. 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Educational affordances of mobile social media for language teaching and learning: a chinese teacher\u0026rsquo;s perspective. \u003cem\u003eComputer Assisted Language Learning\u003c/em\u003e,\u003cem\u003e 35\u003c/em\u003e(4), 918-947. \u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"academic achievement, nursing education, nursing students, social media, social media-supported learning","lastPublishedDoi":"10.21203/rs.3.rs-4889027/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4889027/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eAim: \u003c/strong\u003eThis study evaluated the impact of social media-supported learning on nursing students' academic achievement and social media use.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethod:\u003c/strong\u003e Parenteral drug administration was taught interactively for 12 hours. Skills were demonstrated in a 24-hour lab session. An Instagram page provided educational videos and images for four weeks, with daily Q\u0026amp;A in the story section. Post-training, students completed evaluation forms.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults:\u003c/strong\u003e The intervention group showed a significant improvement in post-test scores compared to the control group (p\u0026lt;0.001). Exam scores post-training were significantly higher than pre-training (p\u0026lt;0.001).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion: \u003c/strong\u003eSocial media-supported learning positively affects academic achievement and engagement in nursing education.\u003c/p\u003e","manuscriptTitle":"Leveraging Social Media for Academic Success in Nursing Education","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-10-02 16:47:58","doi":"10.21203/rs.3.rs-4889027/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"255b9b33-84e4-41d4-ba58-962c2d82b46f","owner":[],"postedDate":"October 2nd, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-10-02T16:48:00+00:00","versionOfRecord":[],"versionCreatedAt":"2024-10-02 16:47:58","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-4889027","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4889027","identity":"rs-4889027","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}