Implications for Blogging in Professional Development Programs

The positive benefits gained from this blogging experience in a health care setting demonstrate that information communication technologies (ICT), in combination with peer coaching, can build the capacity of health professionals. While this study focussed on the novice practitioner (NP), the authors see applications for post-graduate specialisation, rural and remote practitioners and the everyday clinician.

The blogging experience was able to support students through the range of clinical reasoning approaches, as well as creating opportunities to explore evidence based practices in the clinical setting. Many of the same issues noted by Watrall & Ellison (2006) were echoed in the comments of the students, for example, the neutrality and informality of blogging and the value of learning about how others see the same question.

The social constructivist discourse that took place enhanced students’ and academic moderators’ understanding of professional practice dilemmas and issues. Students could focus on the propositional, professional and personal aspects of their clinical competency. The operational aspects of the blog facilitated this discourse and was an effective medium for creating a community of practice among the students as noted by Allen (1999) and Hiler (2002).

The need for reflection as part of the experiential learning cycle and for the development of clinical competence was also reinforced by the use of blogging. Similarly the five metaspaces noted by Green (2005) were also evident with students taking charge of learning issues, exploring critical elements of practice and sharing examples of professional skills. Spaces of trust also was quite resounding, and the value of having a neutral group of individuals, aside from those in authority, was highly valued by the students.

Similarly the five categories of learning noted by Gunawardena et al., (1998) as sharing and comparing information; discovering and exploring dissonance and inconsistencies among ideas; negotiating meaning and co-construction of knowledge; testing and modifying proposed syntheses and co-constructions; and specifying agreement regarding statements and the application of newly constructed meaning were all factors that emerged in the feedback and blogs.

The fact some students were poor at reflection or did not engage as fully as other students should not be a measure of learning effectiveness. Nonnecke (2001) notes that lurkers, individuals who read but do not necessarily participate in the online discussion, may still be learning through their passive or vicarious participation.

In terms of implementation practicalities, it was clear that students and academic moderators need clearer guidelines to support them in the blogging environment and to optimise value. For moderators guidelines on how to be facilitators, for students example blogs, deadlines for original and return comments. Introduction earlier into the curriculum is important to develop competency in using blogs, blog administration, and in reflective writing and practice. Group size should be larger than 5 but less than 10 to maximise social constructivist discourse and to compensate for lurkers and those who reflect poorly or contribute little. Clinical facilities should also consider providing students with internet access while at their facilities to increase the timeliness of reflective writing and group feedback. The idea of having a blog that is designated towards a clinical specialty area was excellent as it focuses issues and feedback within that area. However, the rotation of individuals in and out of the blog could interfere with the space of trust and the concomitant self-disclosure that is critical for deep reflection.