title: Integrative review of blogging: implications for nursing education.
abstract: This integrative review explores the question, "What is known about blogging as a pedagogical tool in nursing education?" The qualitative methods of this review are based in social constructivism and collaborative learning principles. Results of a literature search that used inclusion and exclusion criteria identified 15 articles, five of which were related to nursing. Deductive analysis was focused on capturing data under three broad themes that reflect collaborative learning principles with respect to blogging and microblogging. These themes include (a) learning occurs through dialogue and collaboration, (b) learning involves challenging opportunities that stimulate learner engagement, and (c) learning is a social process. Analysis indicates that blogging has the potential to enhance knowledge acquisition, provide stimulating learning opportunities, and recognize the social aspects of learning. However, further research is needed to fully understand the development, implementation, and evaluation of blogging on student knowledge acquisition in nursing education.
authors: Mary Kate
authors: MK
authors: Garrity
authors: Krista
authors: K
authors: Jones
authors: Kathryn J
authors: KJ
authors: VanderZwan
authors: Arlene Burla
authors: AB
authors: de la Rocha
authors: Iris
authors: I
authors: Epstein
mesh_terms: D057218:Blogging; D004506:Education, Nursing / Q000458:organization & administration*; D006801:Humans; D015402:Nursing Education Research; D015403:Nursing Evaluation Research; D015404:Nursing Methodology Research; D036301:Qualitative Research; D013663:Teaching / Q000379:methods*