Training in Cyberspace

Sadeghi, Sayed Hadi

doi:10.1007/978-3-319-91449-7_3

Cited by 2 publications

(1 citation statement)

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“…The advent of cyberspace resulted from the advances in ICT has provided new capabilities and capacities for collaborative learning. Therefore, cyberspace has become a powerful virtual environment that provides new opportunities for the achievement of educational objectives 8. Evidence has suggested that a growing trend has emerged towards the use of social media and a new generation of these technologies, particularly mobile instant messaging (MIM) platforms,2,4,6,9,10 such as WhatsApp, Viber, and Telegram, among individuals and healthcare providers including nurses 4,11.…”

Section: Introductionsmentioning

confidence: 99%

<p>Factors Influencing The Participation Of Nurses In Knowledge-Sharing Within Mobile Instant Messaging Based Virtual Communities Of Practice: A Qualitative Content Analysis</p>

Babajani-Vafsi

Nouri

Ebadi

et al. 2019

AMEP

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IntroductionThe emergence of mobile instant messaging (MIM) based virtual communities of practice (VCoPs) has provided new opportunities for nurses to share their knowledge and promote collaborative learning. This study was conducted with the aim of exploring the factors influencing nurses’ participation in knowledge-sharing within MIM-based VCoPs.Material and methodsThis is a qualitative study conducted in Tehran, Iran, between April 2017 and July 2018. The participants were 18 nurses that selected through purposeful sampling technique; then, in-depth and semi-structured interviews were conducted with them. Data was analyzed using conventional content analysis based on Graneheim and Lundman (2004). Accordingly, all interviews were transcribed and read several times; then, meaning units were identified from the transcribed text based on the aim of the study and codes were extracted from them. Finally, the codes were classified into categories and themes.ResultsA total of 26 sub-categories, seven categories, and two themes were extracted. Motivations for nurses’ participating in knowledge-sharing activities within MIM-based VCoPs included the theme “Stimuli for professional interactions” with three categories: “The individual drives”, “Attractive interactive environment”, and “User-friendly media”. On the other hand, participation barriers included the theme “Impediments for professional interactions” with four categories of “Individual hindrances”, “Social harm”, “Unprofessional interactive environment” and “Undesirable media”.ConclusionThe findings of this exploratory study indicated that individual, social and technological factors as well as factors associated with the virtual-community interactive environment could influence nurses’ participation in knowledge-sharing within MIM-based VcoPs as motivations and barriers. The insights obtained from this study can be a guide for administrators and educators in the nursing profession to facilitate and enhance nurses’ participation in knowledge-sharing within MIM-based VCoPs by strengthening motivations and minimizing barriers.

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