@Article{信息:doi 10.2196 / / jmir。3018，作者=“Frisch, Noreen和Atherton, Pat和Borycki, Elizabeth和Mickelson, Grace和Cordeiro, Jennifer和Novak Lauscher, Helen和Black, Agnes”，标题=“在不到4年的时间内将专业网络发展到3000多名成员:InspireNet的评估，不列颠哥伦比亚省的虚拟护理健康服务研究网络”，期刊=“J Med Internet Res”，年=“2014”，月=“2”，日=“21”，卷=“16”，数=“2”，页=“e49”，关键词=“社交网络;社交媒体;护理;卫生服务;研究;背景:Web 2.0和社交媒体技术的使用已经成为卫生专业人员研究的一个新领域。这项工作主要集中在使用技术进行健康自我管理，以及技术支持护理提供者和消费者之间沟通的方式。本文阐述了技术在为卫生专业人员提供支持专业发展、增加知识利用和促进正式/非正式专业交流的平台方面的新用途。具体而言，我们报告了吸引和维持卫生专业人员使用网络的必要因素，该网络旨在增加护士对卫生服务研究的兴趣和使用，并支持加拿大不列颠哥伦比亚省的知识利用活动。 Objective: ``InspireNet'', a virtual professional network for health professionals, is a living laboratory permitting documentation of when and how professionals take up Web 2.0 and social media. Ongoing evaluation documents our experiences in establishing, operating, and evaluating this network. Methods: Overall evaluation methods included (1) tracking website use, (2) conducting two member surveys, and (3) soliciting member feedback through focus groups and interviews with those who participated in electronic communities of practice (eCoPs) and other stakeholders. These data have been used to learn about the types of support that seem relevant to network growth. Results: Network growth exceeded all expectations. Members engaged with varying aspects of the network's virtual technologies, such as teams of professionals sharing a common interest, research teams conducting their work, and instructional webinars open to network members. Members used wikis, blogs, and discussion groups to support professional work, as well as a members' database with contact information and areas of interest. The database is accessed approximately 10 times per day. InspireNet public blog posts are accessed roughly 500 times each. At the time of writing, 21 research teams conduct their work virtually using the InspireNet platform; 10 topic-based Action Teams meet to address issues of mutual concern. Nursing and other health professionals, even those who rated themselves as computer literate, required significant mentoring and support in their efforts to adopt their practice to a virtual environment. There was a steep learning curve for professionals to learn to work in a virtual environment and to benefit from the available technologies. Conclusions: Virtual professional networks can be positioned to make a significant contribution to ongoing professional practice and to creating environments supportive of information sharing, mentoring, and learning across geographical boundaries. Nonetheless, creation of a Web 2.0 and social media platform is not sufficient, in and of itself, to attract or sustain a vibrant community of professionals interested in improving their practice. Essential support includes instruction in the use of Web-based activities and time management, a biweekly e-Newsletter, regular communication from leaders, and an annual face-to-face conference. ", issn="14388871", doi="10.2196/jmir.3018", url="//www.mybigtv.com/2014/2/e49/", url="https://doi.org/10.2196/jmir.3018", url="http://www.ncbi.nlm.nih.gov/pubmed/24566806" }