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The key purpose of social media is engagement of others through electronic means, most often supported through internet sites or software.These are called social networking sites and involve people who ‘follow’ or are ‘friends’ with each other, meaning that people linked to a person can see his or her information and updates.

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This article discusses the background and significance of social media tools as pedagogy, and provides a brief review of literature.

To assist nurse educators who may be using or considering social media tools, the article offers selected examples of sound and pedagogically functional use in course and program applications; consideration of privacy concerns and advantages and disadvantages; and tips for success.

This generation views integration and use of technology into their lives as a defining characteristic of their generation (Pew Research Center, 2010).

Social media is not only a means of sharing social information, but also used to find employment; create a professional voice in topic areas or on professional issues; project and research collaboration; and disseminate and gather of professional information (RWJF, 2010; Schmitt & Lilly, in press).

Social media is more than an emerging technology platform or cultural trend, but a method of communication that is changing the way individuals and organizations throughout the world transmit and receive information.

Social media is a platform that can assist nursing faculty to help students gain greater understanding of communication, professionalism, healthcare policy, and ethics.

As technological advances continue to expand connectivity and communication, the number of patients and nurses engaging in social media increases.

Nurses play a significant role in identification, interpretation, and transmission of knowledge and information within healthcare.

Both the National League for Nursing Accrediting Commission (NLNAC) and the AACN have revised curriculum standards, encouraging nursing programs to incorporate not only nursing informatics, but technology competencies as well (AACN, 2008; AACN, 2011; NLNAC, 2008).

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