Abstract:

Introduction:
Active methodologies are increasingly used in multiple learning environments. Among the many activities that can be performed to increase teacher effectiveness for students to obtain learning outcomes, those that use social media are demonstrating a great ability to motivate and engage students. We starting a project where was included SALVADOR tool that aims to use social networks to increase motivation and combines other learning tool such as case-based learning.
The novelty of this tool was that the environment in which the clinical cases are raised is the worldwide famous series "La Casa de Papel (Money Heist)" of NETFLIX and part of the communication with the student was made through INSTAGRAM.

Methodology:
This series takes place in a heist which causes many situations that require the intervention of a nursing professional. Thus we were able to include a lot of questions about anatomy, physiology and histology subjects. The phases of which this activity consists are the following:
1) Choice of learning outcomes of the subject to be worked on in this scenario.
2) Writing of the clinical cases and the questions about these learning outcomes. Including the format of the answer such as writing, scheme or infographic. Drafting of the evaluation rubric.
3) Generation of an Instagram account of the fictional character to be helped. Upload information related to the learning outcomes to the Instagram account after having explained that concept in the theoretical class.
4) Interaction between students on the Instagram account and feedback from teachers.
5) Resolution of the questions based on the learning outcomes explained in class.
6) Evaluation of the work using the designed rubric.
7) Design of a satisfaction survey to be completed by students.

Results:
A total of 229 nursing students have already participated in the activity. The interaction with the Instagram account was voluntary and was not included in the evaluation of the activity. However, 153 followers joined the account. A mean of 14 users liked it and the average number of comments was 10 on each of 18 posts uploaded. One of the observations that take our attention was the speed with which they responded to surveys or questions in stories. Within a few minutes from 100 to 120 students had seen the publication and more than 75% of them responded immediately. 145 students have filled a satisfaction survey consisted of 10 questions with numerical answers from 1 to 5 on issues related to their perception about the design, motivation, evaluation method, contents, group work, etc. It is noteworthy the good acceptance by the students in the following questions:
a) Design of the work awakens my interest in this subject (36% with 4 and 21% with 5).
b) Salvador's Instagram account encouraged me to participate and/or share knowledge or doubts about the contents (34% with 4 and 24% with 5).

Conclusions:
This tool of teaching innovation has shown a great acceptance by the students evaluating positively this attractive presentation of the topics of basic subjects such as anatomy or physiology. The Instagram platform promoted the debate and discussion of topics by students around the cases raised. Specially, we have verified how this can be an extraordinarily fast communication channel teacher-student outside the class. A long-term objective of this work would be for this activity to grow and become a teaching project that would involve other subjects of the nursing degree.

Keywords:

Education innovation, social network, streaming platforms, integration, education tools, medical education, meaningful learning, active learning, group work.