Impact of Social Presence In Nursing Introduction

In the evolving landscape of nursing education, especially with the rise of online and blended learning environments, the concept of social presence has emerged as a critical element influencing student engagement and learning outcomes. Social presence encompasses the ability of learners and instructors to project their personal characteristics into the learning community, fostering a sense of connection and realness through emotional expression and open communication (Garrison, Anderson, & Archer, 2000). This article explores the definition of social presence, its importance in nursing education, strategies to enhance it, and its impact on the educational experience.

What Is Meant by Social Presence?

Social presence refers to the degree to which participants in an online learning environment are perceived as real people. This concept involves projecting one’s personality, establishing emotional connections, and creating a sense of community through various forms of communication. According to Garrison, Anderson, and Archer (2000), social presence is crucial for setting the educational climate and supporting scholarly discourse. It is an essential component of the Community of Inquiry (COI) framework, which includes cognitive presence and teaching presence as key elements of the learning experience.

In the context of nursing education, social presence becomes even more significant due to the challenges inherent in computer-mediated communication. Online environments often lack the non-verbal cues present in face-to-face interactions, such as eye contact, body language, and facial expressions. Consequently, creating a strong social presence is vital for establishing a sense of community and engagement among students and instructors.

Importance of Social Presence in Nursing Education

The importance of social presence in nursing education cannot be overstated, particularly with the increasing prevalence of online and blended learning formats. Online nursing programs face unique challenges, including the absence of physical cues and limited opportunities for spontaneous interactions. Social presence plays a critical role in mitigating these challenges by fostering a sense of belonging and enhancing the overall learning experience.

The COI framework, developed by Garrison, Anderson, and Archer (2000), highlights the role of social presence in creating a learning community. Social presence, along with cognitive and teaching presence, contributes to a positive educational experience by promoting interaction, engagement, and motivation. In nursing education, where effective communication and collaboration are essential skills, social presence helps students feel connected to their peers and instructors, ultimately leading to increased satisfaction and perceived learning outcomes (Rovai, 2002).

For nursing instructors, creating a climate of social presence involves understanding and integrating the experiences of learners into course design. This requires a deliberate effort to incorporate social presence techniques and maintain an engaging online environment. While all members of the learning community share responsibility for fostering social presence, instructors play a crucial role in establishing and maintaining it through their interactions and course design.

Contribution to Creating and Improving Social Presence in Nursing Education

To enhance social presence in nursing education, several strategies can be employed:

1. Effective Communication Techniques: Incorporating techniques such as welcoming messages, instructor self-disclosure, and expressing emotions can help create a sense of connection. Using inclusive pronouns and expressing concern and appreciation for student efforts further strengthens social presence.
2. Collaborative Learning Activities: Structuring collaborative learning activities encourages student-to-student and student-to-instructor interactions. These activities can include group projects, discussion forums, and peer feedback sessions, all of which foster a sense of community and engagement.
3. Timely and Positive Feedback: Providing positive and timely feedback demonstrates enthusiasm for the subject and shows students that their contributions are valued. This approach helps maintain engagement and encourages continued participation.
4. Ongoing Interaction: Continuing threads in student discussions, referencing prior posts, and asking questions can keep conversations dynamic and relevant. Demonstrating an active instructor presence through these interactions reinforces social presence and supports student learning.
5. Instructor Involvement: The instructor’s role in maintaining social presence is vital. By actively participating in discussions, providing feedback, and engaging with students, instructors can create a supportive and interactive learning environment.

Impact of Social Presence in Nursing Education

The concept of social presence originated from research on communication media and its effects on interpersonal interactions (Short, Williams, & Christie, 1976). With the advent of online education, researchers began to apply and refine this concept to computer-mediated learning environments (Garrison et al., 2000). Although there is no universally agreed-upon definition of social presence, the concept continues to evolve in educational literature.

Research has shown that social presence is positively correlated with student satisfaction and perceived learning in online environments (Gunnawardena & Zittle, 1997; Richardson & Swan, 2003). For instance, Cobb (2011) found that social presence positively influenced satisfaction and perceived learning among registered nurses pursuing a Bachelor of Science in Nursing (BSN) degree. Similarly, Mayne and Wu (2011) reported that specific social presence techniques improved group interaction and online learning expectations.

Despite these findings, there is ongoing debate about the extent to which social presence influences learning outcomes. While some studies suggest that social presence supports educational objectives and outcomes (Garrison et al., 2010), others argue that teaching presence—encompassing instructor-to-student interaction and course design—may exert a more significant influence on learning (Bangert, 2008).

The focus of current research has shifted from purely socio-emotional support to understanding how social presence integrates with cognitive and teaching presence to support learning objectives. This perspective acknowledges the complex interplay between emotional and academic aspects of learning and emphasizes the importance of a holistic approach to online education.

Nursing Work Regarding Social Presence

The continued study of social presence in nursing education is essential for understanding its role in blended and online learning environments. Future research should focus on several areas:

1. Defining Social Presence: Further research is needed to refine the definition of social presence and clarify its role in different educational settings. This includes exploring how social presence affects learners in various contexts and identifying the key components that contribute to its effectiveness.
2. Group-Based Social Presence: Investigating the influence of group-based social presence on the learning process can provide insights into how social presence impacts collaborative learning and group dynamics.
3. Measuring Social Presence: Developing robust methods for measuring social presence is crucial for evaluating its impact on learning outcomes. Research should focus on creating reliable and valid instruments for assessing social presence and its relationship with other elements of the educational experience.
4. Integrating Social and Teaching Presence: Studies should explore how social presence interacts with teaching presence and cognitive presence to support learning. This includes examining how these components work together to enhance student engagement, satisfaction, and learning outcomes.

In conclusion, social presence is a vital component of nursing education, particularly in online and blended learning environments. By understanding and implementing strategies to enhance social presence, nursing educators can create a more engaging and supportive learning experience for their students. Continued research into social presence, along with its interaction with teaching and cognitive presence, will contribute to the development of effective online education practices and support the ongoing improvement of nursing education.