Roland, E. Joyce, Charlene Johnson, And Deborah Swain. Blogging as an Educational Enhancement Tool for Improved Student Performance a Pilot Study in Undergraduate Nursing Education.

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Roland, E. Joyce, Charlene Johnson, and Deborah Swain. Blogging As an Educational Enhancement Tool for Improved Student Performance A Pilot Study in Undergraduate Nursing Education.

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New Review of Information Networking, 16:151–166, 2011
Copyright © Taylor & Francis Group, LLC
ISSN: 1361-4576 print / 1740-7869 online
DOI: 10.1080/13614576.2011.619923

“BLOGGING” AS AN EDUCATIONAL ENHANCEMENT
TOOL FOR IMPROVED STUDENT PERFORMANCE: A
PILOT STUDY IN UNDERGRADUATE NURSING
EDUCATION
E. JOYCE ROLAND, CHARLENE JOHNSON, and DEBORAH SWAIN
North Carolina Central University

Improving learning and synthesis of new knowledge is often a challenge for nursing
faculty in the twenty-first century. Faculty are urged to use new technologies and
to embrace methodologies that include more interactions by the student. Today’s
students are less adept in written and oral communication and, consequently,
more hesitant to speak out or write independently for fear of ridicule by others.
These same students, by virtue of their adaptation and immersion in technological advances, need support in using these same mechanisms to improve their
communication skills. Interpersonal communication across many levels is very
important in nursing. This article summarizes a study of nursing students at
North Carolina Central University in the spring of 2011 and their use of social
networking to communicate about nursing education and medical errors. This
qualitative pilot study used new social media known as web logs (blogs) to enable
students to become more secure communicating with one another. The tool was a
Google-based blog. The nursing students’ interaction styles were evaluated based on
topics and inter-connections. Visualizations of the social network communications
as maps are provided with the article to illustrate data analysis results.
As a pilot study the research may be used for system design requirements for
a medical educational environment that promotes sharing information and collecting data related to quality care and learning. Potential social media tools for
future consideration include Facebook, Twitter, blogs, electronic journals, forums
(or chat rooms), and wikis (group-authored encyclopedia/information sites) as
found on the web, on smart phones and in online education tools. This research
project was based on an earlier study of nursing students using blogs and sharing

This pilot research was made possible through a grant from the Office of Academic
Affairs and the Provost at North Carolina Central University, in Spring 2011. The primary
goal of the grant was to provide an opportunity to involve students in research. Student
participation included undergraduate Bilal Aleem (School of Business) and was enhanced
by the subject involvement of 12 undergraduate nursing students. Additional, technical
assistance was available from Jason Prince, Department of Nursing.
Address correspondence to E. Joyce Roland, PhD, MSN, CNE, North Carolina Central
University, 1801 Fayetteville Street, Durham, NC 27707, USA. E-mail: [email protected]

151

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E. J. Roland et al.
medical error information in confidence. The researchers on the 2011 project
have found that analyzing, for example, how students support each other during
school, learn about drug calculations and NCLEX examination preparations, by
means of social networking could lead to ways to reduce errors as students develop
communication habits, share knowledge, and pay more attention to tasks.
Keywords: blogs, informatics, knowledge management, nursing, social network
analysis, reflective learning

Introduction
Blogs (web logs) seem to be growing in popularity and are a
phenomenon of the Internet. Could blogging be an innovative
tool for knowledge management (KM)? This article looks at the
concept of using blogs to store and share knowledge about healthcare and healthcare education. A general research question is
whether information systems (IS) incorporating intranet-based
or restricted blogs might provide an innovative, user-friendly
method for improving medical training and for identifying and
preventing medical errors. The researchers looked at a way to
uncover explicit and tacit knowledge about human-system situated
processes associated with nursing. Quality improvement information needed to be uncovered without threatening healthcare
professionals in terms of ethics, legal problems, or job security.
As a result, use of a confidential blog was established in a protected, anonymous-posting system and was provided as an interactive medium where the student nurses could share information
and develop knowledge securely.
As a form of KM, a blog is a web page “with reverse chronological sequences of dated entries, usually with sidebars of profile
information and usually maintained and published with the help
of a popular blog authoring tool” (Kumar et al. 2004). A web
log user (a “blogger”) creates an Internet-based journal and/or
responds (“posts”) to statements by someone else on the web.
Blogs provide a specific form of personal communication with
the public. On the Internet, they have even become a telecommunications channel for the mass media (newspapers, magazines,
and television). However, blogs are not just a one-way presentation of personal opinions, events, or interests; they can also be an
interactive medium for a community.
Over the last two decades, an explosion in health care information has occurred. Efforts at disseminating this information

“Blogging” as an Educational Enhancement Tool

153

to nursing students present a challenge. Over the last few years,
teaching methodologies and information sharing that impact the
learning capability of students in successful nursing education
programs have been examined and overhauled. Within the last
five or six years, social media such as Facebook, Twitter, and other
web-based programs have excited healthcare students and have
been used as an instrument of information sharing (Lee et al.
2011; Maag 2005). In the fast- paced teaching of nursing students, information vital to health improvement through nursing
education is often difficult to embrace and interpret, as well as
implement in an orderly fashion in a clinical situation. Most of
today’s students focus on learning techniques used in high school:
rote memorization and regurgitation. These learning strategies do
not work very well in the acquisition of nursing knowledge needed
to assess, plan, implement, and evaluate health care outcomes in
the clinical setting. Student nurses have few opportunities to enter
into in-depth conversation with faculty members or their classmates in exploring the massive amounts of data they take from
one clinical situation to another.
Review of Literature
According to Schroeder (2003), blogs are Internet-based
information-disseminating tools that originated in the late 1990s,
and have been described as “a hierarchy of text, images, media
objects, and data, arranged chronologically on a web browser.”
They have also been described as automated, updated selfarchived web pages that provide Internet links and permit open
public responses. In the past tools such as journals (preferably
typed) have been used to motivate the student nurse to reflect on
what has been learned. The journal allowed the learner to put his
or her own words down to express what they have learned. Using a
blog or other web-based tools and phone apps, the student nurse
would have the opportunity to receive reaction to postings and
be challenged by their instructor or other learners with regard to
what was learned on a particular day. With new technology, nurses
also will have the opportunity to respond critically to what others have written. In this pilot study, an Internet blog were chosen
as the technology. Creating a blog is not difficult or costly. The
assumption is if students can be directed to this tool to write down
what was learned during a given period (classroom or clinical)

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and evaluated in a non-threatening manner, or better still, they
evaluate themselves, then a more effective interactive learning
experience might be possible.
Health informatics is defined as “the systematic application
of information and computer science and technology to public health practice, research, and learning” (Yasnoff et al. 2000).
The project described in this article investigated blogging as a
knowledge management tool for a healthcare environment in
the United States, where automated, information systems are
being introduced to medical schools, hospitals, and clinics at a
fast pace. Emerging issues associated with healthcare management and improving medical care worldwide make this research
pertinent and timely.
Furthermore, as O’Carroll (2002) has defined capability or
competency levels for IS in public health, the second level of competency in health informatics is the management of information
technology projects to improve the effectiveness of care, measurement of quality, or for research. Many medication errors are not
reported in full or critical elements may not be captured due
to traditional, labor-intensive reporting mechanisms and/or data
entry techniques. Yet, quality improvements and effective cost cutting in healthcare depend on the accurate analysis and continual
correction of errors in treatment and care.
Those who introduced the idea of blogs state that blogging
daily will improve writing skills, instill confidence in written selfexpression, and at the same time promote reflective thinking that
will eventually permit the learner (writer) to appreciate ones’ own
personal thoughts or ideas (Schroeder 1999). Others also suggest
that the blogger will feel a sense of empowerment when written
work created by him or her is published on-line for others to
read or react to (Jonassen et al. 1999). In other words, the blog
becomes a learning tool whereby the learner is required to interact with others using the written word. The learner becomes more
comfortable expressing him/herself in writing by daily blogging
and becomes adept at reviewing and challenging the written contributions of others (faculty and classmates). The blog, as seen
by the investigator, is another tool for student learning using
“reflection.”
The application of knowledge management in medical and
healthcare environments is a growing field. The assumption to be

“Blogging” as an Educational Enhancement Tool

155

proved or disproved is that restricted-access blogs can be useful
in KM health informatics at hospitals. The first objective of this
study was to collect blog data from student nurses for one month
in order to analyze the text for health informatics and communications data about training and process improvements. Each
participant was a consenting volunteer, and all names and identities have been kept confidential. This study gave the investigators
a chance to validate and verify the data collection methodology
and the conceptual theory of bridging information gaps (Dervin
1992) in new media of blogs.
As Steve Cayzer (2004) discovered at Hewlett-Packard, blogs
can be the basis for a semantic network and provide a tool for
decentralized, informal knowledge management. In business and
other environments, regularly using blogging tools can provide a
framework to share and reuse information and data across applications, enterprises, and user communities. In healthcare facilities,
specific standards and practices must be followed, but processes
are constantly revised as part of the learning environment associated with quality assurance in medical care. Hospitals and clinics
must be learning organizations to survive as businesses and to
attract both patients and healthcare workers.
Concerning blogs and knowledge management, the research
on online personal logs is in a period of early research theory
formulation. Recent research shows that both social networking
(Murphy 2009; 2010) and mapping have a place in healthcare
and education (Lee et al. 2011). The variety of blogs and number of users is astounding. Early blog research explored as many
as one million blogs worldwide (Kumar et al. 2004). Today there
are several million blogs on the web.
Proposal and Research Methodology
The investigators proposed developing and offering an environment on the Internet where the student nurse might examine,
reflect, accept, and challenge opinions of others in a setting
that allows a free flow of ideas, allows positive written exchange
between students, and also illustrates a process that in the end
will enable the learner to adopt new thinking that arises out
of reflection upon one’s own achievement and understanding.
Evidence-based data can come either from the classroom, the

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clinical area, or from conclusions drawn by the student based on
their own exposure to new ideas and new ways of problem solving.
Creation of a blog is not costly and can be created in three
easy steps: establish login, define blog, and open blog to users.
The goal is to assist the student in becoming more adept in written
communication and to assist in developing critical reasoning skills
to allow them more success in their nursing classes. They might
also gain confidence in their ability to write and respond critically
or objectively to the written work of others.
Because of the emphasis placed on regulations, charts, and
procedures, it was proposed that a blog’s chat-like environment
might help nursing students share both explicit (procedurebased) and tacit (intuitive and less shared) knowledge more
easily. Volunteers were recruited from a nursing course at North
Carolina Central, a blog with limited access was established using
Google tools, and the nursing students were encouraged by
information science research bloggers to share questions and discoveries. The subjects invited to participate voluntarily made up
the convenience sample of junior and senior nursing students.
Textual data would be used in qualitative analysis of primary topics and social network analysis of communications. As suggested
by a previous study (Swain 2006), an iterative application of tables
to sort and identify main topics was used. The results provided
a summary of four major issues of concern. In addition, Social
Network Analysis (SNA) maps were created to illustrate the pattern of connections and flow of information in a blog-based social
network.
Data Collection
Thirty students in a nursing course were invited to participate in a
simple blog where privacy was maintained by invitation only to the
website and by using unidentified e-mail addresses so names were
not known to the bloggers or social media researchers. (Note:
40% of the class participated voluntarily.) Subjects were junior
and senior nursing students invited to participate in an exercise
that should help propel their understanding and ability to synthesize a large amount of information which they can then use to
design, implement, and evaluate nursing situations. The preliminary blogging activity analyzed was conducted over six weeks.

“Blogging” as an Educational Enhancement Tool

157

A total of 60 postings (55 from student-subjects only) were
collected for analysis from the blogs of 12 participants (excluding entries by researchers). The data included initial introduction
of ideas or questions in blog entries, emotional expressions of
angst and joy, comments or responses to other blogs, and links
or references to news and educational information. Two collections were conducted for study during iterative analysis and table
construction to document and record the textual data in the blog.
Communication threads of networking were tracked using a basic
SNA method. SNA maps were constructed to illustrate visually the
blogging connections and the electronic social network.
Data Analysis
Initially data was manually sorted by blogger code name, number
of blogs, topics, and connections/responses to other blogs; then, a
table was built showing this basic activity. Next, additional sorting
and pattern mining of the textual data were done. A second table
was constructed from the collected data for subject analysis after
the six weeks of blogging. Using subject analysis of the text, the
data was classified into four basic functional types covering the
major issues or concerns of the students:







Expression of stress or relief.
Invitations, planning, and suggestions for study, exam preparation, learning, and time management.
Resource sharing and specific web links to interesting articles or
news.
Specific learning and education issues including criticism and
recommendations for nursing school programs and pedagogy.

Within these subject categories, the most common sub-topics
included:







Getting through semester exams
Forming study groups
Real world (compared to school)
Ignoring self to care for others
Pediatrics
Maternity

158





E. J. Roland et al.

NCLEX Exam (for licensure)
Resources (web sites and tools to help study)
Techniques for relaxing
Upcoming school year

Table 1 shows blog entry samples of the four functional types
and early analysis comments on the study. Preliminary analysis
included evidence of a community of practice (CoP), a feature
of knowledge management.
While the text-based table was used for qualitative data analysis of topics, the SNA map was used to illustrate quantitative
participation and to show networking patterns of communication
and authority (who was responded to most often, for example).
See Figure 1.
Social Network Analysis
As shown in Figure 1, analysis of immediate responses or communication patterns produced a social network that identified two
very active knowledge participants posting original entries that
others wanted to comment on (#6 and #8). Note: codes for 2 and
9 not included (as they were introductory from researchers).
Subject #8 was most active in responding to different bloggers and
as shown in Figure 2, many wanted to respond to #8. The majority of other subjects only participated two or three times. Figure 2
shows topic or theme connections among all bloggers compared
to Figure 1 that illustrates immediate responses (sequentially in
time).
Concerning connections and themes, one blogger
(#1) posted a comment that many responded to by topic or
directly, but did not connect to other blog comments. However,
another participant (#11) posted controversial comments about
the lack of hands-on work and political stress in nursing school
and then both received comments and responded further to
other bloggers about the value of learning versus grades for over
15 total postings. Subject #8 appears to be the primary knowledge
gatekeeper both issuing and receiving comments: making twelve
original postings and receiving the most (eighteen) responses.
The data on participation suggests that most subjects were
committed to the blog and became excited about certain

159

Invitations, planning,
and suggestions for
study, exam
preparation,
learning, and time
management.

Expression of stress
or relief.

Topic

Comments on posting

Analysis

(Continued)

I think I know what you mean MissRN. Senior Caring based on
year does seem like it’ll be far more intense
shared stress.
than what we’ve experienced up til now.
Starting a CoP
But think back to what we were like just
(community of
starting out in the bridge courses. One of
practice)
the seniors once told me that things don’t
get easier, but you learn to adapt to it.
We’ve come this far–we can do it! 2012,
here we come! [6]
Advice that I would share with
Advice for rising Juniors? Hmm . . . First of
Indicates knowledge
rising Juniors is that you need
all, know thyself! Then, get a planner and
development from
to start your Junior year ready
list what you will do on an hourly basis and
sharing
to really devote a lot of time to
actually do them, haha. However, be
your nursing studies. [1]
reasonable and flexible–there will never be
enough time for everything.

Original posting

Three down and one to go!!!
Almost done with this
semester!!! But I am nervous
about senior year,
ughhhh!! [8]

TABLE 1 Textual Data Analysis

160

Resource sharing and
specific web links to
interesting articles
or news.

Topic

TABLE 1 (Continued)

A quick read for anyone who
cares: http://www.knowswhy.
com/why-is-nursing-school-sohard/[11]

Original posting
Know that sometimes things will seem
impossible and ridiculous, but give it your
all; you were smart enough and persistent
enough to get this far, you can go farther.
Surround yourself with people who make you
laugh, instructors who will work with you,
and friends you can cry to.
Lastly, when you’re down in the dumps and
feeling depressed, know that “this too shall
pass.” It’s not forever. [6]
Thank you Nurse Jackie for sharing that
article. It reminded me of why I’m doing
what I’m doing. Sometimes I get so
wrapped up in the grades and thinking
about the NCLEX and how to make it
through another semester that I lose sight
of the ultimate goal: to become the best
nurse that I can be, giving the best care that
I can give to my patients. Fixed my
perspective of things. [6]

Comments on posting

Bridging an
information gap
using web.
Sharing stress.
Concern about others.
Forming CoP

Concern about others.

Forming a CoP.

Analysis

161

By now everyone knows that
Nursing school teaches you to take care of
Indicates knowledge
nursing school is very
others, not yourself (thanks to Ms. X for
development from
stressful!!! What do you think
that honest assessment). Maybe if our
sharing.
can be changed so we can all
seminar classes were better utilized with
Concern about others.
have an enjoyable experience?
true stress relieving techniques and early
Forming CoP
Of course every program is a
NCLEX preparation, things would be
bit stressful, but going this
better. “People working in the helping
nursing program makes me
professions, whose work is rooted in
feel like I am in
compassion and concern for others, are
med school. [8]
prone to depression and burnout . . .”(Jr
Seminar book, no it’s not APA format but
you know the reference!). [11]
What good is school if you only
I know a lot of nurses that went through
cram enough facts in your
nursing school and made all A’s but when it
head to pass a test?. . . But,
was time for them to work to the floor, they
nursing is something you’ll
couldn’t manage. [8]
have to do every day for work,
and your mistakes won’t take
the form of typos. [11]

Note: Numbers in brackets are code names for subjects.

Specific learning and
education issues
including criticism
and
recommendations
for nursing school
programs and
pedagogy.

162

E. J. Roland et al.
11
6
4

14

5
3

8

13

7
12

10

1

FIGURE 1 Social network analysis map of blog-direct response.

comments compared to others. Popular comments provided
the most stimuli (21 out of the 55 total by students) suggesting broad sharing. Commenting outnumbered individual postings that received no comments. Only two participants (#1 and
#13) were “solo” or monads and posted new topics, but did
not re-post or comment on others. One participant joined late
but reviewed the whole blog, commenting on just two postings
that started communications a month before and were popular
throughout the study period (suggestions for junior year, which
participants had just finished, and current summer activities for
study, preparation, or relaxation).
In comparison, there were five participants that established chains of communication in which one posted, the other
responded, and the original posted a response to the response.
The five created four such “chains” or dyads. One of the dyads
represented five links, meaning two more responses to each
other. Such communications suggest depth in the connections
and potential for sharing, analysis, and dialogue as required in
a community of practice or educational cohort.
Discussion
This research sought to understand educational issues from
students’ perspectives. Experience among the researchers had

163

“Blogging” as an Educational Enhancement Tool
4
11
6

8

5

7
1

3

10
12
13
14

(1 link)
(2)
(3 links)
(4 links)
(5 links)

FIGURE 2 Social network analysis map of blog-communication: Subject links.

previously suggested that a student who saw him or herself as
an outstanding student in high school and, in general, college,
finally attains the dream of entry into nursing school and discovers that suddenly he or she is unable to handle the huge amounts
of information to which they are exposed. Regardless of student
capability, the sudden thrust into clinical reasoning, critical thinking, and clinical problem solving found in nursing education
reduces the otherwise high-performing student into an ordinary,
average student, who can barely keep up with the mounds of reading one must absorb on a daily basis. Could social networking help

164

E. J. Roland et al.

the students learn and share knowledge? As this blogging study
shows, the student is stressed and becomes unsure of him/or herself wondering when will it all end and they make it into the real
world of work as a qualified, registered nurses.
The nurse educator is even more baffled as to why seemingly
bright students almost overnight begin to doubt their capabilities
and to lose faith in their own ability to learn. Recent information science literature leads educators and healthcare providers to
believe that the current information age with web-based and smart
phone communications that engulfs these students has suddenly
become a force they must reckon with if they are to be successful in reaching their goals. This pilot research study endeavor on
blogging as a social networking activity was an effort to address
supplemental learning modalities that student nurses might use to
analyze their own learning and to assist themselves and their classmates in conquering the information divide that seems to deter
their mastery of available information.
The convenience sample provided insight into stress with
final exams, skepticism about reading versus applied practices,
and supportive collaboration on studying ideas and resources,
such as links on the web. The goal of the research project was
to explore the impact of blogging as a tool in synthesizing nursing
knowledge. The assumption was that in this age of information
technology students are very astute when it comes to mastering
the use of certain communications technology. However, these
same students often have deficits in presenting or writing information. They express themselves quite poorly in written work and
are often unable to extract the essence of the messages embedded
in the masses of scientific reading and writing that they encounter
on a daily basis. The study showed clear and expressive writing that
was good grammatically and structurally with logic and few errors.
Analysis of grammar and writing style showed good skills in writing when the media was personal, confidential, and an extension
of formal training.
Another purpose for proposing the use of social networking
as an approach to learning was to enable and empower the student
in the acquisition of knowledge for their own sake and for their
personal success in reaching their professional goals as a practicing nurse. Emotional expressions and sharing responses were seen
in the blog postings, for example, encouraging comments so not
to fear Senior year and specific articles and books to help prepare.

“Blogging” as an Educational Enhancement Tool

165

A statement often heard is that aspiring students do not know
how to communicate in writing and neither do they know how
to deconstruct scientific concepts into language that will help
them be more successful in the classroom. This blog study contradicts that assumption. Participants showed stress at the start and
low confidence. Over time there was sharing and collaboration
about goals, as well as strong critiques of education methods and
practices.
Conclusion
The study provided proof of concept and showed that blogs can
support communities of practice (CoP), a significant concept
in knowledge management. For students, establishing cohorts
or study groups increases chances of success. Therefore, knowledge system architecture for web-based and smart phone sharing
(blogs, instant messaging, wikis, and Facebook-style forums) might
provide effective tools for discovering information as students,
and later as professionals, trust communications to share and
uncover medical-errors. Such collected information and textual
data could be used with analytical tools to create knowledge-based
reports that improve training procedures for students and provide
quality assurance tools for professionals.
The study analyzed blog data about studying, stress, procedures, time management, quality assurance, emotional support,
and work definitions, and researchers found that there is potential
in regularly using social media tools in a medical or healthcare environment as a framework for knowledge architecture
and management. Blogging can support sharing and reusing personal knowledge to improve processes and communication in
human-system environments where knowledge is crucial, such as
healthcare and education. Results suggest the need for further
study and the application of more sophisticated tools (such as
apps for handheld devices and smart phones) for collaborating
instantly and displaying the most current information as part of
nursing training and informatics.
The overall results of this pilot study suggest there is potential for using blogs to store and share knowledge about nursing
education and study habits in a way that improves analytical thinking and communication skills. Thus, it is suggested that practice
in writing and organization of thoughts might improve student

166

E. J. Roland et al.

confidence and provide new, technology-based forms of learning
in school and improving practices in the real world of nursing.

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