TY - JOUR
T1 - Effects of Twitter use on academic performance and satisfaction in a pathophysiology course among Omani nursing students
T2 - a quasi-experimental study
AU - Joseph, Mickaël Antoine
AU - Natarajan, Jansirani
AU - Seshan, Vidya
AU - Roach, Erna Judith
AU - Omari, Omar Al
AU - Karkada, Suja
N1 - Publisher Copyright:
© 2023, The Author(s).
PY - 2023/12
Y1 - 2023/12
N2 - Background: Nursing students often find bioscience courses, such as pathophysiology, challenging. Utilizing Twitter to provide concise course content and answer students’ questions before exams may be beneficial. The objective of this study was to determine if using Twitter can improve nursing students’ academic performance and satisfaction with pathophysiology courses. Methods: A post-test, two-group quasi-experimental research design was employed in this study. It involved second-year Bachelor of Nursing students participating in a pathophysiology course at the College of Nursing, Sultan Qaboos University, in Muscat, Oman. Seventy-three second-year Bachelor of Nursing students participated in the pathophysiology course; 50 students opted to use Twitter, forming the experimental group, while the remaining 23, who chose not to use Twitter, formed the control group. We used Twitter to provide concise course content for the pathophysiology course and conduct one-hour question-and-answer sessions the night before exams. Academic performance was assessed through examination scores, and student satisfaction levels with Twitter was measured using five-point Likert scale questionnaires. Data were analyzed using Mann-Whitney and t-tests. Results: Although there was no significant difference in final exam scores between the experimental and control groups, survey results showed that students were generally satisfied with the incorporation of Twitter in the pathophysiology course, including the question-and-answer sessions. Conclusions: The findings suggest that Twitter can serve as a valuable tool for enhancing nursing student satisfaction with the pathophysiology course.
AB - Background: Nursing students often find bioscience courses, such as pathophysiology, challenging. Utilizing Twitter to provide concise course content and answer students’ questions before exams may be beneficial. The objective of this study was to determine if using Twitter can improve nursing students’ academic performance and satisfaction with pathophysiology courses. Methods: A post-test, two-group quasi-experimental research design was employed in this study. It involved second-year Bachelor of Nursing students participating in a pathophysiology course at the College of Nursing, Sultan Qaboos University, in Muscat, Oman. Seventy-three second-year Bachelor of Nursing students participated in the pathophysiology course; 50 students opted to use Twitter, forming the experimental group, while the remaining 23, who chose not to use Twitter, formed the control group. We used Twitter to provide concise course content for the pathophysiology course and conduct one-hour question-and-answer sessions the night before exams. Academic performance was assessed through examination scores, and student satisfaction levels with Twitter was measured using five-point Likert scale questionnaires. Data were analyzed using Mann-Whitney and t-tests. Results: Although there was no significant difference in final exam scores between the experimental and control groups, survey results showed that students were generally satisfied with the incorporation of Twitter in the pathophysiology course, including the question-and-answer sessions. Conclusions: The findings suggest that Twitter can serve as a valuable tool for enhancing nursing student satisfaction with the pathophysiology course.
KW - Academic performance
KW - Education
KW - Oman
KW - Satisfaction
KW - Students nursing
KW - Twitter
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U2 - 10.1186/s12912-023-01609-x
DO - 10.1186/s12912-023-01609-x
M3 - Article
C2 - 37990319
AN - SCOPUS:85177458897
SN - 1472-6955
VL - 22
JO - BMC Nursing
JF - BMC Nursing
IS - 1
M1 - 439
ER -