Pedagogical foundations of cybercivility in health professions education: a scoping review
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2021-12
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<jats:title>Abstract</jats:title><jats:sec> <jats:title>Background</jats:title> <jats:p>Teaching cybercivility requires thoughtful attention to curriculum development and content delivery. Theories, models, and conceptual and theoretical frameworks (hereafter “tools”) provide useful foundations for integrating new knowledge and skills into existing professional practice and education. We conducted this scoping review to identify tools used for teaching cybercivility in health professions education.</jats:p> </jats:sec><jats:sec> <jats:title>Methods</jats:title> <jats:p>Using Arksey and O’Malley’s scoping review framework, we searched six biomedical and educational databases and three grey literature databases for articles available in English published between January 1, 2000 and March 31, 2020. Following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews), we screened and extracted relevant data, and reported the results of the search.</jats:p> </jats:sec><jats:sec> <jats:title>Results</jats:title> <jats:p>The search resulted in 2272 articles, with 8 articles included in this review after inclusion criteria were applied. Four articles (50%) were peer-reviewed journal papers while the other 4 (50%) were dissertations. Eleven unique tools were identified by this review: (1) Transpersonal Caring Theory, (2) Theory of Workplace Incivility, (3) Conceptualization of Incivility, (4) Media Ecology Theory, (5) Principlism, (6) Salmon’s Five Stage Model of Online Learning, (7) Learner-Centered Educational Theory, (8) Gallant and Drinan’s 4-Stage Model of Institutionalization of Academic Integrity, (9) Theory of Planned Behavior, (10) Communication Privacy Management Theory, and (11) Moral Development Theory. Based on the tools analyzed in our scoping review, we determined three features of cybercivility pedagogy to which the tools provided a guide: (1) behavioral manifestations, (2) academic integrity, and (3) digital professionalism.</jats:p> </jats:sec><jats:sec> <jats:title>Conclusions</jats:title> <jats:p>The reviewed tools provide a pedagogical foundation and guidance for teaching various properties of cybercivility. Future studies should be expanded to include a broader literature body and non-English literature to provide the global perspective and global skills needed by a diverse population of learners.</jats:p> </jats:sec>
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DE Gagne, Jennie C, Paula D Koppel, Sang Suk Kim, Hyeyoung K Park and Sharron Rushton (2021). Pedagogical foundations of cybercivility in health professions education: a scoping review. BMC Medical Education, 21(1). 10.1186/s12909-021-02507-z Retrieved from https://hdl.handle.net/10161/22328.
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Jennie De Gagne
Jennie Chang De Gagne, PhD, DNP, RN, NPD-BC, CNE, ANEF, FAAN, is a Clinical Professor and Director of the Nursing Education Specialty at the Duke University School of Nursing (DUSON). A prominent scholar in cybercivility and a recent thought leader in cyberethics, especially in AI integration with nursing education, she advances teaching and learning through instructional technologies that promote meaningful, student-centered experiences. De Gagne has authored over 200 publications, including 125 in peer-reviewed journals, and delivered 150 presentations on topics such as technology integration, faculty development, and digital civility and ethics. Recognized with numerous scholarships and awards, she is a fellow of both the National League for Nursing Academy of Nursing Education (ANEF) and the American Academy of Nursing (FAAN). Her expertise has garnered national and international media attention, leading to interviews in both print and digital media, and she brings significant experience in workforce training through distance and online education.
Sharron Rushton
Sharron "Shari" Rushton, DNP, MS, RN, CCM, CNE joined the Duke University School of Nursing (DUSON) faculty in 2011. She earned her Bachelor of Science in Nursing from the University of Iowa, a Master of Biomedical Science in Physiology from the Mayo Graduate School, and both an Master of Science in Nursing and Doctor of Nursing Practice from DUSON.
She has clinical experience as a staff nurse and nurse manager. Additionally, she has practiced in a broad range of clinical settings including the areas of cardiac care, critical care, float staff and post transplant care. Her care coordination experience includes discharge planning and utilization review as well as rehab admissions.
Her scholarly interests include translation of evidence in practice, care coordination/case management, population health, interprofessional education and educational strategies. She teaches population health across graduate programs and evidence-based practice in the MSN Core.
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