The power & presence that social media has in healthcare communication cannot be ignored. However, many are still reluctant to embrace its usefulness as a tool which can enhance education and patient connections.
IN PART 2 OF THIS PODCAST, DR JESSICA STOKES-PARISH CONTINUES TO DISSECT THE ROLE OF SOCIAL MEDIA IN SCIENCE COMMUNICATION, ALONGSIDE REGISTERED NURSES PENNY BLUNDEN (@sick.happens) & PATRICK MCMURRAY (@patmacrn).
The trio begin by addressing the negative tone that accompanies the topic of social media in the nursing community. Patrick explains how this perception should be abandoned and social media should instead be seen & used as an educational tool. Patrick integrates social media into his own role as a clinical educator and knows first-hand how effective it can be when used correctly.
The focus then turns to the importance on educating the educators. Patrick & Penny outline how medical educators must learn how to use social media to expand practice and connect with people. They can then demonstrate to their students how to use the social media tool responsibly, the same way they teach responsible use of stethoscopes or syringes.
Penny goes on to say that there is a need for greater support for nurses online, particularly with regulation. If online regulation guidelines are unclear, nurses can often become un-registered and simply give away unregulated information under the guise of being an “ex-nurse”.
PATRICK & PENNY THEN GIVE TIPS FOR ANY MEDICAL PROFESSIONALS WANTING TO UTILISE SOCIAL MEDIA FOR SCIENCE COMMUNICATION.
Penny highlights the importance of remaining authentic and not comparing yourself to others. This is the way to avoid “imposter syndrome”. She also says that it is essential to always have evidence to back up your claims. Patrick advises to not get caught up in follower numbers. Focus more on quality content and staying true to yourself.
Tune in to this unique, insightful take on science communication through social media with Jessica Stokes-Parish. Communicating Science in a Pandemic (Pt 2).