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Madness in the movies: An evaluation of the use of cinema to explore mental health issues in nurse education
Abstract
The research literature on the use of cinema in nurse education is relatively small. This study evaluates
student nurses' learning experiences of a new undergraduate elective module called Madness in the
Movies. Ethical approval was granted to conduct the study. Data were collected through an online survey
and a social media discussion forum. The anonymous online survey responses were collated via Survey
Monkey. Content analysis was conducted on the data from the Facebook discussion threads to understand,
interpret and conceptualise the meanings from the data. All study participants agreed that their
understanding of mental health issues was enriched, their attitudes and beliefs enhanced and their
confidence to talk about mental health concerns increased significantly. This module provides a fruitful
approach to encourage critical reflection on mental health issues in a safe environment that closely
mirrors authentic practice experiences. The module facilitates the development of students’ knowledge,
values and attitudes in relation to person-centred mental healthcare.
... Utilising creative approaches within a curriculum can augment the learning from traditional approaches and develop student awareness of the holistic nature of different mental health conditions, such as barriers to care, impact on family members and helps evoke more emotional responses in students which can help de-stigmatise mental health difficulties. (64,73,(88)(89)(90)(91)(92)(93)(94) Case based learning Case based learning is a useful teaching strategy to introduce mental health topics, build upon previous knowledge and ensure that students are familiar and confident with the basic knowledge and test their ability to incorporate this knowledge into more complex scenarios. It can be utilised at any stage in the curricula and also within interprofessional learning to promote collaborative skills among students. ...
... The opportunity to review the foundational knowledge on mental health was essential to building on mental health literacy [47,50,52,62,84,88,91,94,107,112,[121][122][123][124][125][126][127]. This PT was present among all conceptual buckets. ...
... Creative approaches (64,73,(88)(89)(90)(91)(92)(93)(94) f Case based learning ( I ) is a useful teaching strategy to introduce mental health topics ( C), build upon previous knowledge and ensure that students are familiar and confident with the basic knowledge and test their ability to incorporate this knowledge into more complex scenarios ( M). It can be utilised at any stage in the curricula ( A) and also within interprofessional learning to promote collaborative skills among students. ...
Introduction
Mental health education is essential for preparing healthcare professionals to address the growing needs of patients with mental health challenges. The aim of this study was to understand the current landscape of teaching and learning approaches to mental health education for undergraduate health profession students.
Methodology
A realist review was chosen to explore what works for whom, how, and why in teaching and learning for mental health education for undergraduate health profession students. The search strategy was developed iteratively, with support from a research librarian, and additional searches supplemented the initial search. Following screening in duplicate, the selected studies were appraised for relevance, richness and rigour. Intervention (I), Context (C), Actor (A), Mechanism (M) and Outcome (O) configurations were extracted from the data and analysed for patterns and conceptual areas. Stakeholder and Patient and Public Involvement panels supported the refinement of both the Initial Programme Theory (IPT) and Programme Theories (PT).
Results
78 articles were included. The results identified three critical program theories: (1) direct contact with individuals with lived experience (2), longitudinal and integrative learning approach, and (3) diversity of experiential and community-engaged learning. Integrating these theories into health education curricula may lead to professionals better prepared to address mental health challenges.
Conclusion
Our realist review identified three critical programme theories for teaching and learning strategies that foster this literacy, including direct engagement with individuals who have lived experiences, a longitudinal and integrative approach to education, and a diverse array of experiential and community-engaged learning opportunities.
... Uso do filme como estratégia de ensino-aprendizagem sobre pessoas com deficiência: percepção de alunos de Enfermagem 2012 (9) EANRE Efeito de vídeo educativo no conhecimento do aluno sobre higiene bucal de pacientes em quimioterapia 2015 (16) Câmera e ação na execução do curativo do cateter venoso central 2015 (17) RLE Validação de um vídeo educativo para promoção do apego entre mãe soropositiva para HIV e seu filho 2011 (18) RBEN O processo de viver nos filmes: velhice, sexualidade e memória em Copacabana 2007 (19) TCE Aprendizagem em saúde mental por meio da produção videográfica: relato de experiência 2013 (20) A focus group study of the use of video-recorded simulated objective structured clinical examinations in nurse practitioner education 2010 (21) NEP Challenging the shock of reality through digital storytelling 2011 (22) Snapshots of simulation: Creative strategies used by Australian educators to enhance simulation learning experiences for Nursing students 2013 (23) Comparing the effectiveness of video-assisted oral debriefing and oral debriefing alone on behaviors by undergraduate Nursing students during high-fidelity simulation 2014 (24) Teaching midwife students how to break bad news using the cinema: An Italian qualitative study 2015 (25) An education intervention to improve Nursing students' understanding of medication safety 2015 (26) Madness in the movies: An evaluation of the use of cinema to explore mental health issues in nurse education 2016 (27) The viewing room: A lens for developing ethical comportment 2016 (28) Continua Sobre a produção nacional selecionada, sobretudo se considerarmos a discrepância dessa produção em relação à internacional, é possível pensar que, apesar do uso recorrente de vídeos e filmes na educação em Enfermagem, o estudo dessas tecnologias ainda não se configura claramente como um tópico de interesse da área. Foram 30 artigos internacionais selecionados (dos 65 encontrados) e 6 nacionais selecionados (dos 23 encontrados). ...
... Publicações nacionais tenderam a se voltar para áreas de especialidades médicas (Oncologia (16) , Gerontologia (19) , Saúde Bucal (16) , HIV (18) , Saúde Mental (20,27) , Saúde do Adulto (20) , Obstetrícia e Pediatria (18) Nos estudos internacionais, o contexto de utilização de vídeos e filmes foi predominantemente em disciplinas voltadas ao desenvolvimento de competências clínicas e áreas multidisciplinares de saber. Houve maior frequência de uso de vídeos para ilustrar e exemplificar a administração de medicações (37) , avaliação (23) e realização de procedimentos clínicos (ex.: aferir sinais vitais (32) ). ...
... Apesar de predominar o primeiro, filmes e vídeos foram utilizados para formar os estudantes para o atendimento. Nessa categoria, os filmes foram entendidos como universo experiencial em que os espectadores poderiam desenvolver saberes, conhecer outras realidades (21)(22)(23)(24)29,48,50) , refletir (15,20,22,25,27,32,35,38,40,50) e melhor desenvolver habilidades sociais e competências comunicativas (21) , e ter contato com as emoções em si mobilizadas no contato com o outro (25,37) . Tanto vídeos quanto filmes se converteram em um ambiente de simulação da prática profissional e espaços para a produção de reflexões sobre sua futura prática. ...
Objective:
to carry out a literature review to characterize the production in the Nursing area about the use of movies and videos in Nursing education, related to underlying communication assumptions and contents taught.
Method:
integrative bibliographic review carried out in the PUBMED databases, CAPES journal portal, and SCIELO online library, with studies from 2007 to 2016.
Results:
36 articles were included, in which audiovisual resources are part of the research subject. There are predominance of validation and effectiveness studies, in which audiovisual resources are used mostly as a reproduction of reality, mainly to develop clinical skills, with the purpose of illustrating procedures or bringing students closer to real contexts of action.
Final considerations:
the results point to a weak theoretical support of most of the studies. It is suggested that more empirical research be conducted to offer more consistent contributions to Nursing teaching.
... Nesses casos, os cenários de simulação são os mais indicados e utilizados. Eles permitem que Fotografias, vídeos e filmes também foram citados como recursos importantes no aprendizado crítico do estudante de Enfermagem em saúde mental (WRIGHT;CHARNOCK, 2018;STONE;LEVETT-JONES, 2014;CLEMENT et al., 2012;ARANDA et al., 2015;MCCANN;HUNTLEY-MOORE, 2016). Com o objetivo de construir um vídeo sobre a prática de contenção e outras intervenções coercivas na prática de enfermagem em saúde mental e avaliar o seu uso na percepção dos estudantes sobre sua prática, um estudo indicou que o uso da ferramenta do vídeo permitiu que os estudantes de Enfermagem em Saúde Mental refletissem criticamente sobre suas práticas e de outros profissionais no contexto de intervenções coercivas, potencializando uma melhor prática baseada em evidência (WRIGHT; CHARNOCK, 2018). ...
... Nesses casos, os cenários de simulação são os mais indicados e utilizados. Eles permitem que Fotografias, vídeos e filmes também foram citados como recursos importantes no aprendizado crítico do estudante de Enfermagem em saúde mental (WRIGHT;CHARNOCK, 2018;STONE;LEVETT-JONES, 2014;CLEMENT et al., 2012;ARANDA et al., 2015;MCCANN;HUNTLEY-MOORE, 2016). Com o objetivo de construir um vídeo sobre a prática de contenção e outras intervenções coercivas na prática de enfermagem em saúde mental e avaliar o seu uso na percepção dos estudantes sobre sua prática, um estudo indicou que o uso da ferramenta do vídeo permitiu que os estudantes de Enfermagem em Saúde Mental refletissem criticamente sobre suas práticas e de outros profissionais no contexto de intervenções coercivas, potencializando uma melhor prática baseada em evidência (WRIGHT; CHARNOCK, 2018). ...
Este livro - Simulação Clínica: ensino e avaliação nas diferentes áreas da Medicina e Enfermagem - foi escrito por estudiosos e pesquisadores e reflete a experiência de elaboração e desenvolvimento de um curso para capacitação de multiplicadores oferecido em 18 Centros de Simulação, distribuídos nas diferentes regiões do País, do qual participaram mais de 300 profissionais de saúde. Com a presente publicação, esperamos poder contribuir para educação em saúde no século XXI.
Eliana Goldfarb Cyrino e Nildo Alves Batista
... This contribution is in parallel with studies in which positive effects on learning at the cognitive, affective and behavioral level (Ayhan et al., 2018) are determined. Studies in which cinema films have been identified as an easy and effective tool for use in antistigmatizing interventions support this study (McCann, and Huntley Moore, 2016;Janoušková et al., 2017) In addition, it is seen in the literature that attempts to combat stigmatization are mostly handled in the form of psychoeducations with a multidisciplinary approach (Altindag et al., 2006;Lincoln et al., 2008). It is stated that the effect of theoretical education, presentations, brochures, contact, simulation, case studies and video / short films / movies on stigma and discrimination in the antistigma studies are evaluated, and attitudes towards schizophrenia are positively affected and social distance is reduced (Bilge and Palabiyik, 2017;Altindag et al., 2006;Lincoln et al., 2008;Kerby et al., 2008;DiBartolo and Seldomridge, 2009 (Terzioğlu et al., 2017;Ozcan et al., 2019;DiBartolo and Seldomridge, 2009). ...
... Students define watching movies as a powerful educational tool that contributes to the theoretical and practical, increasing the educational and learning potential and experience (Yoo et al., 2010). Education with film, which is quite new in nursing, is preferred because it is effective, accessible, informative, fun, technological, economical (Gramaglia et al., 2013;Dave and Tandon, 2011;McCann, and Huntley Moore, 2016) and provides learning in a safe environment without harming the patient (Dave and Tandon, 2011). It is reported that after the studies carried out with a multidisciplinary approach within the scope of psychoeducation, the social distance decreased due to the reduction of hazard prejudice (Yaman and Güngör, 2013a;Kerby et al., 2008), the information, beliefs and attitudes towards schizophrenia and depression changed positively (Ke et al., 2015), and stigmatization towards mental illnesses decreased (Kerby et al., 2008;Ke et al., 2015). ...
Objective: This research was carried out to determine the effect of cinema films watched on nursing students on mental illness beliefs and stigmatization tendencies. Method: This research, which was planned in the pretest-posttest, semi-trial pattern without a control group, was conducted between March and May 2020 with student nurses who took psychiatric nursing courses at a university. The impact of screening movies on students' beliefs about mental illness and stigmatization tendencies were evaluated. Personal data form, Beliefs Towards Mental Diseases Scale (BTMDS) and Stigma Scale (SS) were used to collect the data, and the data were analyzed in the SPSS package program. Results: A statistically significant difference was found between the students’ pre-test and post-test SS, BTMDS mean scores and its sub-dimensions. (p
... Despite potentially propagating mental-health myths, cinema can also present mental-health benefits via the enrichment of psychotherapy options which have seen increased clinical application (Wedding & Niemiec, 2003). This is further reinforced by studies using cinema for pedagogical discourse on mental health, suggesting utility even in professional medical education (Darbyshire & Baker, 2012;McCann & Huntley-Moore, 2016). The medium lends itself to communal viewing and discussion, giving rise to group-based clinical therapy models (Abedin & Molaie, 2010;Bierman et al., 2003;Powell et al., 2006;Yazici et al., 2014). ...
Research suggests multiple links between popular media and youth mental health, suggesting that beyond media addiction and potential behavioural challenges, therapeutic benefits may likewise emerge. Building upon existing scholarship on bibliotherapy and cinematherapy, this paper posits that potential health benefits can be derived from youth-oriented popular media which elicit considerable self-initiated media consumption behaviours from youth. Specifically, existing literature suggests a research-gap on youth self-accessing transcultural media of anime to intervene against suicide. This study, in response, provides preliminary exploration of youth-led public discourse on this phenomenon via the public platform of Reddit. After a multi-phase selection for data-quality, analysis of 57 publicly-available, long-form text-narratives on social media reveals 49 unique anime-titles self-accessed by youth as suicide-intervention. Of note, youth report accessing anime as self-medication in place of alcohol, drugs, and painkillers—with potential effect to address depression and suicide ideations without substance abuse. Data suggests that anime may be used as an accessible tool for youth who face intersectional barriers in healthcare-access, while others youth explicitly describe mobilizing anime to find courage for (1) diagnosis; to (2) acknowledge one’s diagnosis, and (3) to complement their existing prescribed therapies. Implications for health equity and addressing the social determinants of health may be further explored, as youth-led popular media emerges with significant intersections with mental health of individuals lacking easily-accessible or financially-affordability psychosocial rehabilitation.
... In a systematic review, Brijnath et al. (2016) reported that, amongst adults, interventions that adopted a traditional didactic approach did not have a significant impact on MHL, indicating that more creative means of engagement are warranted. Film-based interventions have shown considerable promise in enhancing MHL among adult populations (Linton et al., 2017) and university students (McCann and Huntley-Moore, 2016;Petkari et al., 2017;Yagamuch et al., 2020). However, this approach is underexplored with adolescents. ...
Purpose
Adolescent mental health is a global concern. There is an urgent need for creative, multimedia interventions reflecting adolescent culture to promote mental health literacy and well-being. This study aims to assess the impact of a film-based intervention on adolescent mental health literacy, well-being and resilience.
Design/methodology/approach
A pretest-posttest intervention with a multi-methods evaluation was used. A convenience sample of ten schools facilitated students aged 15–17 years to engage in an online intervention (film, post-film discussion, well-being Webinar). Participants completed surveys on well-being, resilience, stigma, mental health knowledge and help-seeking. Five teachers who facilitated the intervention participated in post-implementation interviews or provided a written submission. Analysis included paired- t -test and effect size calculation and thematic analysis.
Findings
Matched pretest-posttest data were available on 101 participants. There were significant increases in well-being, personal resilience and help-seeking attitudes for personal/emotional problems, and suicidal ideation. Participants’ free-text comments suggested the intervention was well-received, encouraging them to speak more openly about mental health. Teachers similarly endorsed the intervention, especially the focus on resilience.
Originality/value
Intinn shows promise in improving adolescents’ mental health literacy and well-being. Film-based interventions may encourage adolescents to seek professional help for their mental health, thus facilitating early intervention.
... They also found that watching films contributed to their learning, provided a professional perspective in their field, and increased their motivation (Terzioğlu et al., 2017). In a study investigating the use of cinema in nurse education, all participants reported that their understanding of mental health topics had enriched, their attitudes and beliefs had developed, and their confidence in discussing mental health concerns had significantly increased (McCann & Huntley-Moore, 2016). In a study examining students' attitudes towards stigma related to individuals with mental illness, participants watched a film depicting schizophrenia, and no significant difference was found in terms of stigmatization (Corrigan & Penn, 2015). ...
: Hemşirelik eğitimi; teorik bilgi ile uygulama becerisini birleştirebilen, eleştirel düşünebilen, problem çözme becerisi kazanmış, bilgi ve becerilerini çalışma alanında etkin kullanabilecek hemşireler yetiştirmeye yöneliktir. Pandemi sürecinde uzaktan eğitim ile yürütülen ruh sağlığı ve hastalıkları hemşireliği dersine yönelik öğrencilerin görüşleri, deneyimleri ve beceri kazanımlarının belirlenmesi amacıyla yapılmıştır. Tanımlayıcı ve kesitsel tipteki çalışma, Ruh Sağlığı ve Hastalıkları Hemşireliği dersine kayıtlı ve çalışmaya gönüllü olarak katılan öğrenciler ile yürütülmüştür. Veriler, dönem sonunda çevrimiçi form ile toplanmıştır. Verilerin analizi, bilgisayar destekli bir programda tanımlayıcı istatistikler kullanılarak yapılmıştır. Çalışma sonucunda öğrenciler uzaktan eğitimde teorik dersin işlenişini “yeterli”, uygulamayı ise “çok iyi” olduğunu ifade etmiştir. Dersin, uzaktan eğitimde uygulama becerilerinin kazandırılması için farklı yöntemler ile yürütülmesi sonucunda öğrencilerin büyük çoğunluğu film izleme ve yorumlama yöntemini “mükemmel” olarak ifade etmiş; dersin uzaktan eğitim ile yürütülmesini ise "verimli" olarak belirtmişlerdir. Öğrencilerin ders ve uygulamanın uzaktan eğitim ile yürütülmesini yeterli ve çok iyi olarak değerlendirmiştir. Bu bağlamda, ruh sağlığı ve hastalıkları hemşireliği dersinde öğrencilerin klinik saha eğitimlerinin yanında özellikle vaka sunumları ve konuyla ilgili film izleme gibi yöntemlerin sınıf ortamındaki eğitimlerde de kullanılması, derse yönelik ilginin artmasını, bakış açısı kazanımını, farkındalık oluşumunu ve beceri kazanımını destekleyeceği düşünülmektedir.
... Among the artistic resources used for teaching in the health sciences, cinema has been an important tool from its beginning [6][7][8][9]. Cinema has been used all over the world to teach subjects such as medical diagnostics [10], nursing [11,12], pharmacology [13,14], psychiatry [15][16][17], psychology [18][19][20], and bioethics [21][22][23][24][25][26], among others. Moreover, many authors have reported their experiences in using commercial cinema to help health sciences students acquire transversal professional skills such as communication [27,28], understanding disease [29,30], or solving bioethical conflicts [31,32]. ...
In teaching some subjects, conveying complexity can be a great challenge, requiring socio-historical, philosophical, and practical contextualisation in diverse settings. This is especially important in disciplines like the health sciences where the objectives involve the practical application of knowledge as well as theoretical analyses. Health professionals need to understand basic transversal concepts such as respect for patients’ autonomy, communication, and empathy and to acquire the skills necessary to put these concepts into practice. To this end, it can be useful to reintroduce the humanities in the training of health sciences professionals. Art, literature, movies, and television series can help students engage emotionally and identify with different characters to appreciate different points of view. Audiovisual productions have long been the artistic format that reaches the widest audience. Movies and television series attract millions of viewers every day, and students’ familiarity with medical television series and their wide availability make these stories a valuable resource that can be exploited for teaching. Cinemeducation uses material from movies or television series in health science education to convey complex scenarios and situations. It has been used to teach nursing, psychiatry, psychology, and pharmacology, as well as general skills such as communication, empathy, or professionalism. In this chapter, we introduce some theoretical and historical bases of this pedagogical approach. To show how this approach can be used, we recount some of our recent experiences in using cinemeducation with health sciences students and medical residents, illustrating some of its advantages and limitations.
... These help to moderate audience emotions and improve mental health (Blasco et al., 2020). Positive and negative emotions shown in films have corresponding influence on the mental health of the audiences (Gross & Levenson, 1997;McCann & Huntley-Moore, 2016). Movies are also used as a teaching tool to foster mental health (Marcus et al., 2015). ...
Affective computing plays an important role in simulating human affects through multimedia stimuli. To provide appropriate responses and quantify emotions, it is essential to identify and interpret emotions accurately. Often the audience is influenced by media content and it has an impact on the audience's emotions. The authors aim to develop a machine vision based smart affective system that investigates the correlation between the basic facial expressions and corresponding ratings given by the audience. For the same, a notion of emotion vector is introduced to measure the elicited emotion. The idea of measuring attention is also suggested to find if the con- tent could keep the audience engaged. Our results reveal that such systems are useful in capturing and analyzing individual and collective sentiment.
... These included: effective interpersonal skills (Adamson and Dewar, 2015); service user involvement in education (Griffiths et al., 2012); critical reflection (Steenbergen et al., 2013;Clarke, 2014;Adamson and Dewar, 2015); action learning (Waugh et al., 2014); interprofessional education (Dacey et al., 2010;Arenson et al., 2015;Dingwall et al., 2017); and problem-based learning (Staun et al., 2010). There were also examples of initiatives to promote humanistic experiences in nursing education as ways of facilitating students' understanding of personcentredness, often through service user involvement, digital stories (Christiansen, 2011;Levett-Jones et al., 2015;Waugh and Donaldson, 2016) and movies (McCann and Huntley-Moore, 2016). Employing creativity in the curriculum using drama (Dingwall et al., 2017), arts-based inquiry (Schwind et al., 2014) and literature/novels (McCaffrey et al., 2017) was also found to be valuable. ...
... For these studies, there was little association between the evaluation and the intended learning outcomes. Fourteen of the review studies evaluated the health humanities intervention at Level 2 [20,23,[30][31][32][33][34][35][36][37][38][39][40]. These studies evaluated the capacity of the health humanities curricula to enhance a student's knowledge, or skills, or both -linking the intervention with the intended learning outcome. ...
Background
The articulation of learning goals, processes and outcomes related to health humanities teaching currently lacks comparability of curricula and outcomes, and requires synthesis to provide a basis for developing a curriculum and evaluation framework for health humanities teaching and learning. This scoping review sought to answer how and why the health humanities are used in health professions education. It also sought to explore how health humanities curricula are evaluated and whether the programme evaluation aligns with the desired learning outcomes.
Methods
A focused scoping review of qualitative and mixed-methods studies that included the influence of integrated health humanities curricula in pre-registration health professions education with programme evaluate of outcomes was completed. Studies of students not enrolled in a pre-registration course, with only ad-hoc health humanities learning experiences that were not assessed or evaluated were excluded. Four databases were searched (CINAHL), (ERIC), PubMed, and Medline.
Results
The search over a 5 year period, identified 8621 publications. Title and abstract screening, followed by full-text screening, resulted in 24 articles selected for inclusion. Learning outcomes, learning activities and evaluation data were extracted from each included publication.
Discussion
Reported health humanities curricula focused on developing students’ capacity for perspective, reflexivity, self- reflection and person-centred approaches to communication. However, the learning outcomes were not consistently described, identifying a limited capacity to compare health humanities curricula across programmes. A set of clearly stated generic capabilities or outcomes from learning in health humanities would be a helpful next step for benchmarking, clarification and comparison of evaluation strategy.
... Several studies have looked at the presentation of medical topics in film or in the media in general and how this representation impacts the general understanding of the public. Topics analyzed include the portrayal of mental health, [1][2][3][4][5][6][7][8][9] with some focusing on Asperger syndrome, [10] dissociative identity disorder, [11] and electroconvulsive therapy. [12,13] Other topics include assisted suicide, [14] locked-in syndrome [15] and coma, [16] cancer [17] and childhood cancer, [18] anti-bacterial usage, [19] immunization, [20] movement disorders, [21] and face transplantation. ...
Background
The presentation of medical topics in the cinema can greatly influence the public’s understanding and perception of a medical field, with regard to the doctors and surgeons, medical diagnosis, and treatment and outcome expectations. This study aims to evaluate the representation of plastic surgery in commercial films that include a character with a link to plastic surgery, either as a patient or surgeon.
Methods
The international film databases Internet Movie Database (IMDb), The American Film Institute (AFI), and British Film Institute (BFI) were searched from 1919 to 2019 to identify feature-length films with a link to plastic surgery. Movies were visualized and analyzed to identify themes, and the portrayal of plastic surgery was rated negative or positive, and realistic or unrealistic.
Results
A total of 223 films were identified from 1919 to 2019, produced across 19 countries. Various genres were identified including drama (41), comedy (25), and crime (23). A total of 172 patient characters and 57 surgeon characters were identified as major roles, and a further 102 surgeons as minor roles. Disparities were noted in presentation of surgeons, both in terms of race and gender, with the vast majority of surgeons being white and male. In total only 11 female surgeons were portrayed and only one black surgeon. Thirteen themes emerged: face transplantation, crime, future society, surgeon mental status, body dysmorphic disorder, vanity, anti-aging, race, reconstructive surgery, deformity, scarring, burns, and gender transitioning. The majority of films (146/223) provide an unrealistic view of plastic surgery, painted under a negative light (80/146). Only 20 films provide a positive realistic image (24/77).
Conclusions
There exists a complicated relationship between plastic surgery and its representation on film. Surgical and aesthetic interventions are portrayed unrealistically, with surgeons and patients presented negatively, perpetuating stigma, particularly with regard to cosmetic surgery. Cinema is also characterized by lack of representation of female and non-white surgeons. Recruitment of surgeons as technical advisors would help present a more realistic, representative view, without necessarily sacrificing creativity.
Level of evidence: Not ratable.
... In a systematic review, Brijnath et al. (2016) reported that, amongst adults, interventions that adopted a traditional didactic approach did not have a significant impact on MHL, indicating that more creative means of engagement are warranted. Film-based interventions have shown considerable promise in enhancing MHL among adult populations (Linton et al., 2017) and university students (McCann and Huntley-Moore, 2016;Petkari et al., 2017;Yagamuch et al., 2020). However, this approach is underexplored with adolescents. ...
Film-based interventions have been embraced by adolescents as educational tools, but their efficacy in mental health education remains under-explored. In this review, we systematically examined the use of film-based interventions in adolescent mental health education. A systematic review of the empirical literature was conducted using the following databases: Academic Search Complete, Education Full Text [H.W. Wilson], CINAHL Plus with Full Text, Humanities Full Text [H.W. Wilson], MEDLINE, APA PsycArticles, APA PsycInfo, Psychology and Behavioral Sciences Collection, Social Sciences Full Text [H.W. Wilson], Soc Index, ERIC. Risk of Bias were assessed using Version 2 of the Cochrane RoB tool for randomised trials (RoB2) or the Cochrane Collaboration Risk of Bias In Non-randomised Studies of Interventions (ROBINS-I). Ten peer-reviewed studies were included in this review. Film emerged as a promising education method for enhancing metal health literacy and reducing stigma. Mixed reports were found for improving attitudes towards help-seeking, with narrative-based films having a weaker effect on attitudes towards help-seeking when compared with more instructive approaches. No study focussed on resilience. This review highlights the utility and potential for film-based interventions in adolescent mental health education. Further research is warranted around how best to implement such interventions to engage adolescents.
... Some curricula aim to reduce mental health stigma (Aggarwal et al., 2013), and there is interest in studying the impacts of such mental health curricula on student and teacher attitudes towards mental illness Milin et al., 2016). Students also learn about mental illness by turning to literature (Flood & Farkas, 2011) and in health care by utilizing films featuring mentally ill characters (McCann & Huntley-Moore, 2016). ...
Medical discourse currently dominates as the defining framework for madness in educational praxis. Consequently, ideas rooted in a mental health/illness binary abound in higher learning, as both curriculum content and through institutional procedures that reinforce structures of normalcy. While madness, then, is included in university spaces, this inclusion proceeds in ways that continue to pathologize madness and disenfranchise mad people. This paper offers Mad Studies as an alternative entry point for engaging with madness in higher education, arguing that centring madness in pedagogical praxis has the potential to interrupt hegemonic ways of knowing, being, and learning. We illustrate how this disruption is facilitated by examining particular aspects of pedagogical praxis mobilized in Mad Studies, including building curriculum alongside mad community, centring madness in course design and student assessment, and the practice of mad positivity. Ultimately, this approach provides a metacurriculum of unlearning, challenging students to consider how their engagement with madness in the classroom, and beyond, has the potential to disrupt sanist systems of oppression and the normalcy they reconstitute.
... Literatürde ruhsal durum muayenesi, hastayla iletişim, tanılar ve psikiyatrik bozukluklar gibi konuların öğretimi için etkili filmler ve içerikleri önerilmiştir. 5,7,8 Uygun filmlerle, ruhsal bozukluk sürecini ve sonuçlarını görme, öğretilen kuramsal bilgilerin gerçek yaşamda olabileceğini deneyimleme, bilgi, inanç ve tutumlarda değişme, film karakterleriyle özdeşim kurma, model alma yoluyla öğrenmenin davranışa aktarılması, kontrollü bir öğrenme çevresi yaratılması, 3,[9][10][11] bozuklukların etiyolojisinin fark edilmesi, uygun olan ve olmayan yaklaşımların ayırt edilmesi ve sonuçlarının görülebilmesi olası olabilmektedir. 9 Türkiye'de filmlerin psikiyatri hemşireliği eğitiminde tüm eğitim dönemi boyunca kullanılmasına yönelik uygulamalar yoktur. ...
Objective: The aim of the study is to evaluate the contribution of the films used in psychiatric nursing education to the theoretical and clinical practice areas. Methods: The study was carried out in qualitative and quantitative types with the aim of determining the effect of 12 films in psychiatric nursing education. A total of 102 senior nursing students were participated in the study and the data were collected by two-part data collection form created by researchers. In the first part, the evaluation of the film watching and discussion was scored and in the second part, the contribution to the theory, clinical practice and personal development of the films was asked in writing. Quantitative data were evaluated with descriptive statistics in the computer. The analysis of qualitative data was evaluated with ‘content analyses’. Results: As a result of the research, it was determined that the use of films in psychiatric nursing education contributed five subfields in terms of learning, awareness, development, change and motivation, and this contribution led to learning at the cognitive, emotional and behavioral level. Conclusion: The use of films was found effective in psychiatric nursing education. However, long-term effects of the films need to be monitored for permanent learning can be identified.
Key words: psychiatric nursing, education, films
... Contudo, a prática dirigida do assistir a vídeo/filme estimulou participantes a momentos de empatia, quando se projetavam no papel do personagem e assumiam o seu próprio destino, o que é demonstrado em alguns estudos. 23,24 O homem é dotado de razão, mas também necessita da sua dimensão afetivo-emocional e estética para sua evolução psíquica e intelectiva, porque, na vida, aprende-se não só pelas ciências formais, mas também por meio das artes, como a literatura e a cinematografia, 25 caso do presente estudo, que se valeu do recurso de vídeos de curta metragem disponíveis no YouTube. Isso foi observado entre os idosos que estavam abertos a novos aprendizados e dispostos a compartilhar suas experiências com seus pares e familiares. ...
Objective:
Evaluate the relevance and efficiency of socio-educational video debate technology as a strategy to promote active aging.
Methodology:
Convergent care research was conducted with 16 elderly users of a basic health unit in Belém, to implement the technology by selecting YouTube videos, which were analyzed and discussed, seeking to coordinate the video plot of each video with determining factors of active aging, principles of continuing education, and life experience of the elderly participants.
Results:
The following categories emerged from debates: "Learning how to know oneself," "Learning how to do things differently," "Learning how to live with others," and "Learning to how to be a better person." The video debate allowed behavioral changes in nutrition and relationship, as evaluated using the lifestyle scale, before and after the video debate.
Conclusion:
Video debate technology proved to be efficient and relevant as it allowed the elderly to reflect in groups by sharing ideas, learning together and building new strategies for active aging.
... Lena and London (1979) outlined how One Flew Over the Cuckoo's Nest has been used as a teaching aid for sociology students, while Crawford et al (2010) suggested it has proved a compelling text for students of literature and mental health alike. According to McCann and Huntley-Moore (2016), the story continues to have relevance for learning. Oyebode (2010) argued that fiction can be included in teaching programmes, including in mental health nurse education. ...
... El uso terapéutico del cine también ha sido constatado en distintos trabajos, así en aplicaciones concretas como educación familiar (Higgins y Dermer, 2001), educación médica (Tabernero, 2016;McCann y Huntley-Moore, 2016), educación ambiental (Stadler, 2017) o mejora de las relaciones de pareja (Molina, 2016;Caballo, 2014). ...
This article includes studies cinema as a social mass media, in relation to the influence it exerts on children and young people. From different aspects of the cinema, we deep in its role as transmitter of stereotypes, with special attention to the gender perspective. The methodology used has been both, quantitative and qualitative. On the one hand, a survey of 251 students of various university degrees has been applied and, on the other hand, in-depth interviews have been conducted with experts, and the 20 best-selling romantic films of the first decade of the 21st century have been studied through analysis sheets. The results obtained focus on the repercussion of cinema as a mass media among its spectators, as well as its contribution to the perpetuation of gender stereotypes, despite the fact that there is an evolution towards more equality.
... These myths are perpetuated in the media and in entertain- ment. McCann and Huntley-Moore (2016), note how the role of mental health practitioners is "generally negatively portrayed. " This is also true in literature, as I have noted in this journal (Bladon, 2017b). ...
This article argues that the mental health nursing role suffers from a lack of coherence which creates problems both inside and outside of the profession. It looks at evolutionary and other reasons for the development of this identity confusion and highlights the consequences for the profession. A potential way forward is then considered, which incorporates reflective practice and greater promotion of the role, building on the unique strengths of the profession. The article concludes by suggesting that mental health nurses have reason to be proud of the work they do, and also that the profession has grounds for optimism.
... Literatürde ruhsal durum muayenesi, hastayla iletişim, tanılar ve psikiyatrik bozukluklar gibi konuların öğretimi için etkili filmler ve içerikleri önerilmiştir. 5,7,8 Uygun filmlerle, ruhsal bozukluk sürecini ve sonuçlarını görme, öğretilen kuramsal bilgilerin gerçek yaşamda olabileceğini deneyimleme, bilgi, inanç ve tutumlarda değişme, film karakterleriyle özdeşim kurma, model alma yoluyla öğrenmenin davranışa aktarılması, kontrollü bir öğrenme çevresi yaratılması, 3,[9][10][11] bozuklukların etiyolojisinin fark edilmesi, uygun olan ve olmayan yaklaşımların ayırt edilmesi ve sonuçlarının görülebilmesi olası olabilmektedir. 9 Türkiye'de filmlerin psikiyatri hemşireliği eğitiminde tüm eğitim dönemi boyunca kullanılmasına yönelik uygulamalar yoktur. ...
Objective: The aim of the study is to evaluate the contribution of the films used in psychiatric nursing education to the theoretical and clinical practice areas. Methods: The study was carried out in qualitative and quantitative types with the aim of determining the effect of 12 films in psychiatric nursing education. A total of 102 senior nursing students were participated in the study and the data were collected by two-part data collection form created by researchers. In the first part, the evaluation of the film watching and discussion was scored and in the second part, the contribution to the theory, clinical practice and personal development of the films was asked in writing. Quantitative data were evaluated with descriptive statistics in the computer. The analysis of qualitative data was evaluated with ‘content analyses’. Results: As a result of the research, it was determined that the use of films in psychiatric nursing education contributed five subfields in terms of learning, awareness, development, change and motivation, and this contribution led to learning at the cognitive, emotional and behavioral level. Conclusion: The use of films was found effective in psychiatric nursing education. However, long-term effects of the films need to be monitored for permanent learning can be identified. © 2018, Cukurova University, Faculty of Medicine. All rights reserved.
... Certainly, the usefulness of fictional texts when integrated into teaching programmes has long been recognised (e.g. Lena & London, 1979), and their value continues to be proved in reflective discussion, as witnessed by a recent study (McCann & Huntley-Moore, 2016). However, as this essay reveals, as a measure of demonstrating the truth about mental health nursing, fiction is found lacking. ...
Mental health nursing occupies an important place in mental health care, and nurses perform valuable work, yet fiction writers tend to rely on outdated imagery to portray the profession. This imagery reinforces negative stereotypes of mental health nursing. This article examines the problem and explores the implications for the profession, particularly in relation to stigma and public confidence. It outlines a significant gap in narrative literature, specifically in relation to the therapeutic relationship, and asks what can be done to encourage more realistic portrayals of the role.
... While such depictions do have the ability to stimulate debate among nursing staff, as McCann and Huntley-Moore (2016) show, I am interested here in what they Even ignoring the question of where the positive images of mental health nursing are hiding, it is clear that the range of representations in fiction is poor. That fiction writers neglect the good work of mental health nurses and deny a balanced representation of the role suggests that something needs to be done. ...
This article considers how mental health nurses are represented in popular works of fiction and how accurate these perceptions are
Introduction: Building a supportive and resilient healthcare workforce starts with educating health profession students. Health profession students need mental health literacy to be prepared to support themselves, each other and their future patients with mental health challenges. The aim of this study was to understand the current landscape of teaching and learning approaches to mental health education for undergraduate health profession students. Methodology: A realist review was chosen to explore what works for whom, how, and why in teaching and learning for mental health education for undergraduate health profession students. The search strategy was developed iteratively, with support from a research librarian, and additional searches supplemented the initial search. Following screening in duplicate, the selected studies were appraised for relevance, richness and rigour. Intervention (I), Context (C), Actor (A), Mechanism (M) and Outcome (O) configurations were extracted from the data and analysed for patterns and conceptual areas. Stakeholder and Patient and Public Involvement panels supported the refinement of both the Initial Programme Theory (IPT) and Programme Theories (PT). Results: 78 articles were included. There was evidence for a number of different teaching and learning approaches. The key themes identified were; direct contact with people with lived experience, longitudinal integrative approach to learning, and diversity of experiential and community engaged learning. Conclusion: Our realist review identified three critical programme theories for teaching and learning strategies that foster this literacy, including direct engagement with individuals who have lived experiences, a longitudinal and integrative approach to education, and a diverse array of experiential and community-engaged learning opportunities.
Background: The convergence of film, teaching, and inclusive education research on education has received much attention recently because it can potentially improve educational experiences and create social change. Purpose: This intersection of disciplines provides educators an immense tool for engaging children, cultivating empathy, and addressing social and cultural inequities. Using film's emotional connection and narrative force, educators may build more diverse and efficient learning environments that meet the different needs of their students. Methods: This study used existing data from Scopus to analyze the intersection of film, teaching, and inclusive education using bibliometric quantitative publications studies to assess academic influence. It entails analyzing citations, publication trends, and other bibliographic information. Results: The findings underline the importance of utilizing films to encourage inclusive school practices. Films can reduce socioeconomic inequities, raise cultural knowledge, and improve inclusive teaching techniques. This study underlines the relevance of using film in instructional approaches to promote inclusive education practices and increase learning results. Films are exhibited to promote critical thinking about teaching methods, interpersonal relationships, and classroom ethics. Conclusion: Introducing film into teaching techniques can boost student engagement, improve critical thinking abilities, and raise cultural understanding. Subsequently, this bibliometric study provides a helpful overview of the present research environment in films, teaching, and inclusive education, serving as a foundation for academics to investigate and introduce new modern topics from various regional and cultural perspectives. Implications: Future research should examine the confluence of films, teaching, and inclusive education, as well as the ramifications of these encounters for educational settings, and compare them across study areas and locations or other relevant scopes.
FIGHTING STIGMA IN PSYCHIATRIC DISORDERS:
THE ROLE OF THE PRESS
[Franza F. Combattere lo stigma nei disturbi psichiatrici: il ruolo della stampa. Quaderni di Telos 2024;1:101-126]
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The suffering of people suffering from psychiatric disorders pervades their personal, family, social, and relational lives. While fighting their illness, they face the burden of stigma and discrimination. In this context, the work of the mass media in all its different and new communicative forms takes on a decisive role. Stigma is the result of ignorance. Information professionals must not fall into the trap of not knowing as it generates misinformation, which in turn can increase the stigmatization of mental illness. Knowledge of mental disorders, attention, and moderation of information, together with an approach supported by guidelines, represent the only way to fight against the stigma of mental disorders.
Keywords: Stigma; Mass media; Discrimination; Journalism.
Bu araştırmanın amacı, psikiyatri hemşireliği eğitiminde kullanılan filmlerin öğrencilerin teorik gelişimine, klinik uygulamaya, kişisel gelişimlerine ve hastalara bakış açılarına etkisini değerlendirmektir. Tanımlayıcı türde gerçekleştirilen araştırmanın örneklemini 2021-2022 eğitim-öğretim yılı Nisan-Mayıs 2022 tarihleri arasında, Bursa Uludağ Üniversitesi Sağlık Bilimleri Fakültesi Hemşirelik Bölümünde lisans eğitimine devam eden 127 üçüncü sınıf öğrencisi oluşturmuştur. Verilerin toplanmasında Öğrenci Tanıtım Formu, Açık Uçlu Soru Formu ve Psikiyatri Hemşireliği Eğitimini Değerlendirme Formu kullanılarak toplanmıştır. Verilerin analizinde sayı, yüzde, ortalama ile testleri kullanılmıştır. Öğrencilerin eğitimi değerlendirme puanları (15-75) ortalaması 57.28 ± 7.49 bulunmuştur. Araştırmaya katılan öğrenci hemşireler psikiyatri hemşireliği dersi kapsamında izletilen filmlerin teorik, pratik, kişisel gelişim ve profesyonel hemşirelik girişimlerine katkı sağladığını belirtmiştir. Psikiyatri hemşireliği eğitiminde film izletme yöntemi pratik olarak kullanılabilecek etkili bir yöntem olduğu düşünülmektedir. Psikiyatri hemşireliği eğitiminde film izletme yönteminin standardize edilerek hemşirelik eğitimi müfredatına dahil edilmesi önerilmektedir.
With the increased availability of streaming services and access to international content a feature of today’s media consumption, can social media be used to explore the potential of global cinema to inform audiences about religion and society? As a media form, movies play a role in educating as well as entertaining society at large; narrative arcs from Bollywood, Hollywood, and beyond inform audiences about contemporary religious concepts. This research makes use of a practice-based journalistic methodology to explore the educative role movies can play in informing audiences about religious and societal concepts; the researcher produces a creative artefact appropriate for the discipline of journalism (in this instance, a social-media-based curated collection of movie reviews), with a contribution to the wider knowledge that is contextualised by this study. Using a deductive approach, the researcher narrows down an initial list of films, from a global selection of cinematic output, that covers religious and societal themes through a range of lenses (such as characters’ well-being, trauma, religious practice, and cultural values). The concepts and ideologies explored through this study and the construction of a social-media-based movie database suggest that cinema can play an active role in informing audiences about religion and society, instead of merely entertaining across cultures. The concepts and ideologies explored in this paper, through the construction of a social-media-based movie database, show that religious and societal issues in movies can be an important aspect of the lives of millions in the cinema-going audience.
Objectives. Not only does integrating movies into the college classroom represent an opportunity for promoting knowledge, it also increases students’ interest in daily lessons. However, little is known regarding the type of academic movie tasks which might help establish relevant concepts in Psychobiology. Hence, the main objectives of this study were: 1) to analyse whether using commercial movies to answer a set of questions would have a positive impact on the acquisition of new concepts; 2) to evaluate whether watching movies presents specific advantages in student performance when compared to reading books or comic-books by answering the same questions and evaluating student perception regarding satisfaction, commitment, difficulty, and usefulness.
Method. Participants were randomly assigned to two mandatory (n= 89) or voluntary (n = 74) tasks after indicating whether they preferred watching movies or reading books or comic-books to answer specific questions. The total score of both tasks (assessed by two independent reviewers based on common correction criteria) was collected. In addition, an online survey gathered students’ hobbies and habits before starting the tasks, as well as their perceptions regarding the tasks after completing them. The final score was obtained from the final objective exam which measured their subject knowledge.
Results. Our study revealed that students preferred watching movies to complete their tasks, which had a positive impact on the consolidation of their knowledge. Nonetheless, there were no differences between the groups’ (type of stimulus or mandatory character) performance or students’ perception of both tasks.
Conclusions. Our study highlights which type of academic tasks could be employed in Psychobiology for consolidating knowledge. Moreover, it reinforces the notion that students’ preferences do not necessarily correspond with their performance.
Generally speaking, the evaluation of mental health education (MHE) in colleges is an activity and process of evaluating the elements, processes and effects of MHE in schools by systematically collecting relevant information, following reasonable evaluation principles and applying specialized evaluation methods and techniques according to certain evaluation index systems and value judgment systems. The fundamental goal of MHE evaluation in colleges is to promote and regulate the scientific, healthy and smooth development of MHE in colleges and universities, improve the quality of MHE, promote the reform of MHE, build a good psychological atmosphere in colleges and universities, and effectively improve the psychological quality and mental health of college students. The MHE evaluation of college students is looked as multiple attribute group decision-making (MAGDM). In this paper, the 2-tuple linguistic neutrosophic number cross-entropy (2TLNN-CE) method is defined based on the traditional cross-entropy and 2-tuple linguistic neutrosophic sets (2TLNSs). Then, 2TLNN-CE method is established for MAGDM. Finally, a numerical example for MHE evaluation of college students was given and some comparisons are also conducted to further illustrate advantages of the built method.
Science communication and public engagement serve a multitude of purposes—from marketing, recruitment, widening access, to civic responsibility for the translation of knowledge from academic disciplines to the public domain. There are a range of different public engagement methods, which can be adapted for various audiences. Creative approaches to teaching and learning translate well to outreach events due to their innovative nature and wide appeal, granting access to domains of knowledge or learning that are often restricted. Such approaches can be high or low fidelity and often rely on art-based techniques. However, as with all educational events, there is a hidden curriculum—unarticulated and unacknowledged learning—associated with outreach activities. We argue that a good event needs to consider, not only the hidden curriculum, but also go back to basics in terms of considering the basic physiological needs of participants. Using issues such as consent and representation, we unpack case studies to consider the hidden curriculum and the tacit messaging that can occur as part of outreach and engagement events. In this chapter, we consider the fundamental differences between outreach and public engagement. We then dissect creative approaches to such activities through the lens of the hidden curriculum and Maslow’s hierarchy of needs. Finally, we offer practical tips for those organising and facilitating such events.
Works of art and information judged as obscene can be censored or banned. This brief review evaluates the costs and benefits of censorship and the banning of artwork and information. In the history of psychology, Frederick Wiseman's film Titicut Follies epitomizes the disadvantages of concealing art content. Despite protecting the privacy of patients, the ban of Titicut Follies delayed the reform of psychiatric treatment practices and hospitals. The decision to censor or ban artistic and scientific information can result in the loss of knowledge and potential improvements to social, political, and economic institution practices.
Objetivo: analisar as produções científicas de forma a compreender e discutir sobre como o uso educativo dos recursos audiovisuais, no ensino de saúde mental na educação em Enfermagem, está sendo investigado pelos pesquisadores. Metodologia: revisão de literatura realizada nas bases de dados da Biblioteca Virtual de Saúde, em 2021. Quatro categorias foram previamente definidas para análise: metodologia das pesquisas; fundamentação teórica das pesquisas; objetivos do uso dos audiovisuais e perspectiva dos docentes no uso dos audiovisuais. Resultados: foram incluídos 20 artigos, publicados entre 2003 e 2020, nacionais e internacionais. Há predominância de estudos de eficácia e de descrição de experiências. Os audiovisuais são utilizados com o objetivo de aumentar conhecimento, compreensão e reflexão crítica, e os docentes os percebem como um instrumento do processo ensino aprendizagem que facilita a reflexão. A metodologia Ativa de Aprendizagem é o principal referencial teórico usado pelos autores dos estudos. Considerações finais: é evidente a importância da ampliação de pesquisas teóricas e empíricas que colaborem para a compreensão do processo de produzir significados ativamente pelos alunos, ao terem contato com um texto audiovisual.
Depression is a serious mental illness affecting a large proportion of the global population, especially the youth. Research has shown that people suffering from depression are at a higher risk of suicide. Tumblr is an online microblogging social media platform, which has been accused of romanticizing mental illnesses such as depression, however, very little research has been done to investigate this issue. The Arab World is the home of most ongoing armed conflicts today and with almost half of the population under 30 and problems like poverty, lack of mental health institutions, stigmatization, war, and refugees, the population is one of the most at risk of depression and its complications. Furthermore, Suicide rates in the region have increased in age groups until 20- 24. Thus, considering its large young population vulnerable to mental illness any research is an important addition to the almost non-existing literature of depression in the Arab World. Identifying the differences between depression manifestations of Western and other cultures could lay the foundation for future research to examine social media as a predictor of depression in other populations by understanding the role of individuals' linguistic expressions and cultural background, while acknowledging the Western influence on non-Western users of a Western platform. We have content analyzed a sample of 609 Tumblr posts (208 Arabic and 401 English language posts) regarding depression symptoms and expressions and our results regarding depression symptoms found depressed mood present in almost all of the posts regardless of their users. Feelings of worthlessness and/or guilt were found in almost equal percentages in both groups, whereas suicidal ideation was found more in Western posts. Finally, the study has also found some differences between the Arab- and English-language posts in that Arabs preferred quoting fictional novels and non-fiction real-life authors to express their symptoms, while Western users preferred quoting and creating gifs of TV and Film scenes and characters – however, both can be interpreted as a way of romanticizing depression. In contrast to these differences, we have found only few gender differences in the posts.
Background:
The articulation of learning goals, processes and outcomes related to health humanities teaching currently lacks comparability of curricula and outcomes, and requires synthesis to provide a basis for developing a curriculum and evaluation framework for health humanities teaching and learning. This scoping review sought to answer, how, and why the health humanities are used in health professions education. It also sought to explore how health humanities curricula are evaluated and whether the programme evaluation aligns with the desired learning outcomes.
Methods:
A focused scoping review of qualitative and mixed-methods studies that included the influence of integrated health humanities curricula in pre-registration health professions education with programme evaluate of outcomes was completed. Studies of students not enrolled in a pre-registration course, with only ad-hoc health humanities learning experiences that were not assessed or evaluated were excluded. Four databases were searched (CINAHL), (ERIC), PubMed, and Medline.
Results:
The search over a 5 year period, identified 8,621 publications. Title and abstract screening, followed by full-text screening, resulted in 24 articles selected for inclusion. Learning outcomes, learning activities and evaluation data were extracted from each included publication.
Discussion:
Reported health humanities curricula focused on developing students’ capacity for perspective, reflexivity, self- reflection and person-centred approaches to communication. However the learning outcomes were not consistently described, identifying a limited capacity to compare health humanities curricula across programmes. A set of clearly stated generic capabilities or outcomes from learning in health humanities would be a helpful next step for benchmarking, clarification and comparison of evaluation strategy.
Abstract
Revalidation for UK nurses requires engagement in reflective practice as part of continuing professional development. In this article, the authors look at the usefulness of fiction as an aid
to reflective practice and how nurses can integrate fiction, reading and writing into the reflective process. They argue that using fiction can help lead to desired outcomes for mental health nurses. Nurses can use the elements of reading and writing fiction formally or in a less formal way of exploring, interpreting and relaxing. Specifically, we will look at how fiction can help us make sense of ourselves and our clients and increase our empathy so that we can understand our practice and our role more clearly.
Objective:
We aimed to systematically compile a list of 10 movies to facilitate self-directed learning in psychiatry by medical students.
Method:
The selected areas were those of the top five mental health conditions from the Global Burden of Disease 2010 study. The search strategy for movies covered an extensive range of sources (published literature and websites), followed by closer examination and critical viewing of a sample.
Results:
Out of a total of 503 potential movies that were identified, 23 were selected for viewing and more detailed critique. The final top 10 were: for depressive and anxiety disorders: Ordinary People (1980), Silver Linings Playbook (2012); for illicit drug use: Trainspotting (1996), Winter's Bone (2010), Rachel Getting Married (2008), Half Nelson (2006); for alcohol use disorders: Another Year (2010), Passion Fish (1992); and for schizophrenia: The Devil and Daniel Johnston (2006), and An Angel at My Table (1990).
Conclusions:
The final selection of 10 movies all appeared to have relatively high entertainment value together with rich content in terms of psychiatric themes. Further research could evaluate the extent to which medical students actually watch such movies, by assessing the level of withdrawals from a medical school library and surveying student responses.
Background:
Government strategy for mental health places tackling stigma as a main priority. National initiatives have attempted to tackle stigma by challenging negative media reporting and the use of stereotyped representations of mental illness, with mixed results. Educational interventions have attempted to address stigmatising attitudes in young people but no studies have explored the value of such interventions for film students.
Aims:
The study aimed to assess the value of a lecture-based training intervention designed to improve the knowledge and attitudes of student filmmakers towards mental illness and its cinematic representation.
Method:
A self-report questionnaire was administered before and after the intervention, which measured the knowledge and attitudes of the subjects.
Results:
32 out of 54 students (59.3%) showed statistically significant improvement in attitudes and knowledge overall, although this was less marked in responses to the attitudinal subset questions compared with knowledge-based questions. Feedback was positive.
Conclusions:
The training session was successful in its aims for most but not all students. The intervention is reproducible but further work needs to be done to clarify how best to influence attitudes and behaviour as well as knowledge.
Aims and Method
To explore the feasibility of a randomised controlled trial of the effects of two anti-stigma films on medical students' attitudes to serious mental illness and psychiatry. Attitudes to serious mental illness, perceived dangerousness, social distance and psychiatry, were measured before and after watching the films and at 8 weeks.
Results
Intervention films significantly improved general attitudes to serious mental illness and social distance, with a trend towards reducing perceived dangerousness. These effects appeared to attenuate during the students' clinical placements, suggesting a possible interaction with their clinical experiences.
Clinical Implications
Our results suggest both that it may be possible to conduct a substantive trial of the effects of the intervention films on a larger cohort of medical students and that the films may be effective in reducing stigmatising attitudes in medical students.
Medical schools are currently charged with a lack of education as far as empathic/relational skills and the meaning of being a health-care provider are concerned, thus leading to increased interest in medical humanities.
Medical humanities can offer an insight into human illness and in a broader outlook into human condition, understanding of one self, responsibility. An empathic relation to patients might be fostered by a matching approach to humanities and sciences, which should be considered as subjects of equal relevance, complementary to one another. Recently, movies have been used in medical -- especially psychiatric - trainees education, but mainly within the limits of teaching a variety of disorders. A different approach dealing with the use of cinema in the training of psychiatry residents is proposed, based on Jung and Hillman's considerations about the relation between images and archetypes, archetypal experience and learning.
Selected full-length movies or clips can offer a priceless opportunity to face with the meaning of being involved in a care-providing, helping profession.
In this article, I examine cultural narratives about the lives and places of women with mental illness in the commercial Hollywood film: Girl Interrupted (1999). In contrast to most of the disability studies literature concerned with cultural representation, this article explicitly examines how the spatiality of 'mad women's' lives is constructed through film. Drawing on post-structuralist, and feminist perspectives on disability, and on conceptual ideas from the limited social geographic literature concerned with the lives of persons with mental illness, I explore the contradictory cultural narratives about the lives and places of women with mental illness constructed through this film. This approach recognizes that representations of 'mad women' and their places in society and space involve contradictory, tension-laden relationships between spectator and cultural product, complex discursive negotiations of meaning, and gendered processes of meaning-making, in some ways affirming mad women's lives and in others perpetuating negative stereotypes about women with mental illness and where they belong.
To investigate organizational facilitators and barriers to patient-centered care in US health care institutions renowned for improving the patient care experience.
A qualitative study involving interviews of senior staff and patient representatives. Semi-structured interviews focused on organizational processes, senior leadership, work environment, measurement and feedback mechanisms, patient engagement and information technology and access.
Eight health care organizations across the USA with a reputation for successfully promoting patient-centered care.
Forty individuals, including chief executives, quality directors, chief medical officers, administrative directors and patient committee representatives.
Interviewees reported that several organizational attributes and processes are key facilitators for making care more patient-centered: (i) strong, committed senior leadership, (ii) clear communication of strategic vision, (iii) active engagement of patient and families throughout the institution, (iv) sustained focus on staff satisfaction, (v) active measurement and feedback reporting of patient experiences, (vi) adequate resourcing of care delivery redesign, (vii) staff capacity building, (viii) accountability and incentives and (ix) a culture strongly supportive of change and learning. Interviewees reported that changing the organizational culture from a 'provider-focus' to a 'patient-focus' and the length of time it took to transition toward such a focus were the principal barriers against transforming delivery for patient-centered care.
Organizations that have succeeded in fostering patient-centered care have gone beyond mainstream frameworks for quality improvement based on clinical measurement and audit and have adopted a strategic organizational approach to patient focus.
Scand J Caring Sci; 2010; 24; 620–634 Exploring person-centredness: a qualitative meta-synthesis of four studies
Person-centredness as a concept is becoming more prominent and increasingly central within some research literature, approaches to practice and as a guiding principle within some health and social care policy. Despite the increasing body of literature into person-centred nursing (PCN), there continues to be a ‘siloed’ approach to its study, with few studies integrating perspectives from across nursing specialties. The purpose of this paper is to present the results of a study undertaken to explore if the secondary analysis of findings from four different and unrelated research studies (that did not have the main aim of researching person-centredness) could inform our understanding of person-centred nursing. A qualitative meta-synthesis was undertaken of the data derived from the four unrelated research studies undertaken with different client groups with long-term health conditions. A hermeneutic and interpretative approach was used to guide the analysis of data and framed within a particular person-centred nursing framework. Findings suggest ‘professional competence’ (where competence is understood more broadly than technical competence) and knowing ‘self’ are important prerequisites for person-centred nursing. Characteristics of the care environment were also found to be critical. Despite the existence of expressed person-centred values, care processes largely remained routinised, ritualistic and affording few opportunities for the formation of meaningful relationships. Person-centred nursing needs to be understood in a broader context than the immediate nurse–patient/family relationship. The person-centred nursing framework has utility in helping to understand the dynamics of the components of person-centredness and overcoming the siloed nature of many current perspectives.
Given the rapidly escalating older adult population and the need to strengthen content on end-of-life care in nursing curricula, finding creative strategies to encourage student thinking about the dying process and personal choice in end-of-life care is a timely challenge for nurse educators. There is an evolving body of literature in a variety of disciplines on cinemeducation, or the use of films to promote learning and personal awareness. This article describes an innovative assignment incorporating feature films designed not only to enhance student knowledge of the stages and process of grief and the complexity of human reactions when facing end-of-life situations, but also to engage students in thinking about the importance of quality of life in palliative care. The assignment was given to students enrolled in a second-semester, junior-level advanced adult health nursing course. Faculty and student evaluations of the assignment are discussed, and suggestions for selecting films and structuring such an assignment are proposed.
This article discusses the ways in which client attitudes about mental illness, psychotherapy, and therapists are shaped by contemporary films. Five common myths about mental illness that are promulgated by films are discussed, and the potential applications of films in psychotherapy are reviewed. Numerous examples of films relevant to psychotherapy are presented, and a clinical vignette is used to demonstrate how films can enrich and expand psychotherapy. © 2003 Wiley Periodicals, Inc. J Clin Psychol/In Session 59: 207–215, 2003.
Although reflective practice has been identified as a valuable tool to help nurses recognise their own strengths and weaknesses, many still find it a difficult concept to embrace. This article dispels some of the myths surrounding reflective practice and offers examples of how it can benefit nurses both on a personal and a professional level.
Develop the knowledge and skills you need to become a research-literate, evidence-based practitioner with this user-friendly book. Mirroring the way practicing nurses read research reports, the book begins with a research article's conclusion-the section that most directly addresses the clinical meaning of a research study-and works "backward" through each section in the research article. Organized around user-centered questions, such as how conclusions were reached, which patients the conclusions apply to, and how the study was done, each chapter begins with a clinical case that identifies the clinical question the nurse is seeking to answer and one or two published research articles that directly relate to the clinical case. • See the relevance of research to clinical practice through the authors' unique approach that helps you learn about research methodology in a natural, intuitive way. • Explore the ways that becoming research literate will help your clinical practice with Rebar & Gersch Evidence-Based Bridge Theory. • Increase your understanding of difficult, abstract concepts through visually dynamic graphics. • Broaden your knowledge with enhanced coverage of two important forms of nursing research-systematic reviews and mixed method research, including the AAAAA Evidence-Based Practice Model. • Become a savvy consumer of research with an easy-to-understand review of the basic statistical information necessary for interpreting research studies. • Access clinical cases that reflect nursing practice in a variety of settings, from acute care to public health and across a range of specialties. • Find the information you need fast with anytime, anywhere access to the fully searchable text online.
http://revistamedicinacine.usal.es/en/volumes/volume7/num1/1125
Context: Cinema in medical education is a promising but relatively underused tool. What senior doctors think of it is unknown.
Methods: We surveyed all the consultants at a district general hospital and all the associate deans and foundation program directors from a postgraduate deanery. The survey consisted of four open questions and was emailed to all recipients, the replies collated, organised and then coded.
Results: 119 responses were received: 81 from consultants; 13 from associate deans and 25 from foundation program directors (FPDs). Of these: 96 had no experience of using cinema in medical education. The distribution of exposure was interesting with experience being in the minority for consultants and FPDs but the majority for the associate deans.
A variety of themes emerged including different ways the technique has been implemented, positive and negative aspects as well as some fascinating personal insights. Much of the experience was in primary care and mental health.
Conclusion: Cinema in medical education is experienced by the minority. Those that do have experience have mostly positive ones and tend to be more experienced educators. The wide variety of uses and positive attributes seems to overshadow the negatives, which are mainly technical.
Keywoords: Medical Education, Pedagogy, Survey, Experience.
Purpose:
Analyze some of the characteristics of the publications focused on commercial cinema as a learning tool for university students engaged in health sciences degrees.
Design and methods:
The review was based on the search of information in three electronic databases: MEDLINE, CINAHL and ERIC.
Findings:
54 papers were selected and analyzed.
Conclusion:
Cinema is a commonly used resource; however there is still a lack of studies demonstrating its usefulness and validity. This review is limited on its analysis by the fact that a large number of experiences are described as having a loose design.
Delivering bad news is a difficult task that involves all healthcare professionals, including midwives. The hypothesis is that, in order to learn how to disclose and to discuss bad news, students need a phase of personal reflection, of awareness of their own emotional processes. The use of films in healthcare education can foster this process evoking different emotions concerning suffering and disease, in a "safety zone". This study examines the effects that a course, which uses reflection as a method of learning and the cinema as a teaching tool, produces on a little group of Italian third-year Midwifery students. From the content analysis (supported by Atlas-Ti(®) software) of the texts produced by the students after the vision of two entire films, it appears that they correctly identified many elements related to good and poor communication of bad news and that they were able to describe the emotions felt while watching the film, but still revealed a certain difficulty to interpret them. The course helped students to recognize the value of reflection on their emotions to better understand others, to empathize with people who suffer, but also to recognize their difficulties and compete with their own limits.
Copyright © 2015 Elsevier Ltd. All rights reserved.
Nurse educators are continually challenged to develop and implement effective activities to stimulate reflective learning in the RN to BSN student.The authors discuss the successful use of the feature film My Life as a reflective learning activity for a family health systems course.While feature films have been used constructively to teach family systems and social development, there is scant literature on the use of feature film as a teaching strategy within the discipline of nursing.The authors present evidence of how a film promoted stimulating and powerful transformative learning.
Cinema is mainly produced for entertainment of the masses. With newer technology making film clips more available, teachers are increasingly turning their attention to films in training health care students. Transgenderism is one such area in sexuality training that can be taught using films. Transgender individuals face various phase-of-life issues and other life crises that include coming out, family pressures, discrimination, sexual abuse, and end of life. Various curricula in mental health or sexuality training may lack training about transgender issues that are often sidelined, more focus being given to sexual dysfunctions and lesbian, gay, and bisexual issues. As mental health care professionals-in-the-making, trainees need to understand issues surrounding transgenderism in a manner to which they can easily relate. This is important especially considering the fact that they may deal with such clients in their practice. Films serve this purpose by portraying these issues in an understandable way and at the same time they also protect the confidentiality of the characters involved. This paper discusses how film clips can be used in training mental health care professionals about phase-of-life and other life-crises issues in transgender individuals.
Objective:
Media portrayals of mental illness and psychiatry have a considerable impact on public perceptions of mental health issues. This paper aims to focus on portrayals of psychiatry and psychiatrists in four contemporary Irish feature films in order to make wider points on this theme.
Methods:
Contemporary Irish feature-films that made substantial reference to psychiatry, psychiatrists or mental health in Ireland were identified though electronic searches and consultation with the Film Institute of Ireland. Selected films were viewed. Electronic searches were performed in the medical and film literatures, with broad search terms related to film, psychiatry, psychiatrists or mental health in Ireland. Additional books and papers were identified by tracking back through references and consulting with colleagues.
Results:
The portrayal of psychiatrists in film is closely related to the development of both twentieth century psychiatry and twentieth century cinema. In common with recent European films, certain recent Irish films have tended to show psychiatrists as sympathetic, humane individuals (with some notable exceptions). While there have been a number of portrayals of dissocial personally disorder and various states of chronic alienation in recent Irish film, there have been fewer portrayals of psychosis or learning disability. Recent Irish films emphasise the role of alcohol in causing and perpetuating psychological distress. They generally provide unflinching portrayals of the effects of psychological distress and alienation, suicide and substance abuse at individual, family and community levels; nonetheless, there is still a regrettable tendency for films to associate mental illness with dissocial behaviour.
Conclusions:
The portrayal of mental health issues in film presents both challenges and opportunities to film-makers, mental health service-users and general audiences alike. It is to be hoped that the recent trend towards realistic explorations of mental health issues in many European films continues into the future. Increased research in this area would help clarify the role of cinema in shaping public understandings of mental illness, and may also help identify additional ways of addressing stigma in the future.
This paper outlines a service improvement project undertaken in one acute cardiac ward within a regional NHS trust in the east of England that explored the impact of advancing patient- and family-centred care within an acute adult setting. The project was implemented and evaluated over a 9-month period between March and December 2012 and data collected via a pre and post-intervention survey. The results demonstrated that the majority of family carers wanted to be involved in patient care. The provision of flexible family visiting,facilitated and supported family carer involvement in care provision and improved partnership working between family carers and the multidisciplinary team, had a positive impact on the patient and family carer experience. This project has demonstrated the value of involving family carers in acute adult inpatient care provision and the importance of flexible family visiting to enable this to be successful.
Indian cinema, affectionately known as Bollywood, is hugely influential in shaping social attitudes in Indian subcontinent and many other parts of the world. However, the extent to which Bollywood movies have played a responsible role in reinforcing societal attitudes towards mental illness and treatment modalities such as electroconvulsive therapy (ECT) is unknown. The objective of this study was to identify how ECT is portrayed in Bollywood movies and how these movies are perceived by the public and film critics. Also to understand socio-cultural influences on how movies are made and to find if there are cross-cultural influences of Hollywood movies on Indian movies by comparing movies that depict ECT. After identifying Bollywood and Hollywood movies with mental health themes, we qualitatively reviewed movie plots for the portrayal of ECT. Main outcome measures identified were: type of attitude towards the ECT (sympathetic, comical, hostile, condescending etc.), accuracy of the portrayal of ECT and attribution of justification of ECT (e.g. punishment, social control, beneficial medical). The key findings of the study were that attitudes towards mental illness and ECT in Indian cinema paralleled broader political and socio-economic trends in Indian society. Like Hollywood, portrayal of ECT in Indian movies is often fictional, exaggerated and scientifically inaccurate. We conclude that outdated and inaccurate depictions of ECT in movies are still a source of misinformation about ECT for the general public as well as among medical professionals. Therefore, collaboration between mental health sector, film and television industries and film censorship boards is essential in exploring the potential for educating and informing clinical realities about mental illnesses and ECT.
Cinema is at once a powerful medium, art, entertainment, an industry and an instrument of social change; psychiatrists should neither ignore nor censor it. Representations of psychiatrists are mixed but psychiatric treatments are rarely portrayed positively. In this article, five rules of movie psychiatry are proposed, supported by over 370 films. Commercial and artistic pressures reduce verisimilitude in fictional and factual films, although many are useful to advance understanding of phenomenology, shared history and social contexts in psychiatry. Acknowledging some negative representations, three areas are explored where cinema gets it mostly right: addictions, bereavement and personality disorder. Although there are excellent representations of psychosis on film, film-makers have more often portrayed it violently - ultimately demonising people as psycho-killers in more than 100 films cited. When people with mental illness are stigmatised through stereotypes, examining unwelcome depictions can uncover important truths. Psychiatrists' engagement with film will ensure professional and artistic gains.
Feature films have been successfully used in other disciplines to teach both undergraduate and graduate students but are seldom used in nursing. The purpose of this study was to evaluate two classes of BSN student's perceptions of viewing films as an alternative to some clinical time in a psychiatric mental-health nursing course. A 12-item, 7-point Likert-type scale was constructed to assess students' beliefs about the value of films as a learning experience. An experienced faculty member evaluated the instrument for content validity. Coefficient alpha for the 12-item scale was .95. The film experience was highly rated by the students in learning and liking. Using films to teach nursing is a creative way to engage students in learning complex material.
The use of film in nursing and medical education has been supported as an effective instructional method. The purpose of this article is to identify and synthesize the available studies on teaching-learning strategies to be used with film for prelicensure students. Electronic databases were searched to identify studies published in the English language between January 1990 and March 2012. Twenty-seven articles met the selection criteria for this review and were analyzed. After in-depth discussion about and investigation of the relevant literature, we narrowed down three teaching-learning strategies: reflective activities, practical activities, and evaluative activities. The synthesis of the identified teaching-learning strategies provides a data point for the development of more effective evidence-based learning activities for prelicensure students. Future studies should focus on the examination of teaching effectiveness and learning outcomes, as well as the evaluation of using film, to achieve nursing competencies appropriate to role preparation.
Over the past two years, the authors pilot‐tested a new film‐based module in the first year Patient‐Centred Course (PCC1) in the Faculty of Medicine & Dentistry at the University of Alberta. This paper describes the rationale for, and response to use of film and facilitated small group discussion as a means of introducing narrative reflective practice. Feedback from students and facilitators in 2008 and 2009 supported the use of film as a means of promoting narrative reflection. Suggestions for improvement, along with changes introduced in 2009, are described. For example, based on positive student feedback, we were allotted increased time in the PCC1 block which allowed us to incorporate full‐length film screenings. Separate small groups for medical and dental students were also introduced, which was viewed as a positive change by dental facilitators and students. Planned changes in 2010, and suggestions for inquiry in this area are described.
Media representation of mental illness has received growing research attention within a variety of academic disciplines. Cultural and media studies have often dominated in this research and discussion. More recently healthcare professionals have become interested in this debate, yet despite the importance of this subject only a selection of papers have been published in professional journals relating to nursing and healthcare. This paper examines the way in which mental illness in the United Kingdom is portrayed in public life. Literature from the field of media studies is explored alongside the available material from the field of mental healthcare. Three main areas are used to put forward an alternative approach: film representation and newspaper reporting of mental illness; the nature of the audience; and finally the concept of myth. The paper concludes by considering this approach in the context of current mental health policy on mental health promotion.
The requirement that all student nurses in the United Kingdom will be educated to degree level from 2013 permits a review of the current state of nursing education in university contexts. Recent educational standards for these new programmes (NMC, 2010) allow a liberal, or broad-based, education, with its features of breadth of knowledge, formativity, critical thinking and working with others, to be considered.
Select narratives from a PhD study featuring student nurses and nurse teachers exploring the relationship between reading literature and poetry and ethical practice are presented to critically support the place of liberal education within these programmes.
These narratives are drawn from a research study based upon the use of a narrative methodology.
The study was set within the educational context of a school of nursing and midwifery in one Scottish university.
Eight student nurses and four nurse teachers participated in the study.
These narratives were constructed from data derived from focus groups and individual interviews.
These narratives suggest that liberal education can be promoted within international curricula via careful positioning of, and student nurse engagement with, the arts and humanities. A liberal education can influence student nurses' sense of discernment, enhance their own responsibility for learning, support ethical regard for others, provide different perspectives on human experience and contribute to a balanced curriculum. Although a liberal education cannot guarantee fully skilled and ethically sensitive practitioners, it can contribute towards its achievement.
The current university education climate presents obstacles to the promotion of liberal education. Nevertheless, the considerable professional and personal challenges of nursing practice in global terms make such an educational preparation essential. If nursing education to degree level is to commence from 2013, these principal features of liberal education, via these educational standards, must be embedded prominently into new programmes.
Background:
Cinenurducation is the use of films in both didactic and clinical nursing education. Although films are already used as instructional aids in nursing education, few studies have been made that demonstrate the learning concepts that can be attributed to this particular teaching strategy.
Aim:
The purpose of this paper is to describe the learning concepts of cinenurducation and its conceptual metaphor based on a review of literature.
Method:
The databases CINAHL, MEDLINE, PsychINFO, ERIC, EBSCO, ProQuest Library Journal, and Scopus databases were searched for articles. Fifteen peer-reviewed articles were selected through title and abstract screening from "films in nursing" related articles found in internationally published articles in English from the past 20 years.
Result:
Four common concepts emerged that relate to cinenurducation: (a) student-centered, (b) experiential, (c) reflective, and (d) problem-solving learning. Current literature corroborates cinenurducation as an effective teaching strategy with its learning activities in nursing education.
Conclusion:
Future studies may include instructional guides of sample films that could be practically used in various domains to teach nursing competencies, as well as in the development of evaluation criteria and standards to assess students' learning outcomes.
The use of cinema in medical education has the potential to teach students about a variety of subjects, for instance by illustrating a lecture on communication skills with a clip of Sir Lancelot Spratt (Doctor In The House, 1954) demonstrating a paternalistic, doctor-centred approach to medicine or nurturing an ethical discussion around palliative care and dying using the cinematic adaptation of American playwright Margaret Edson's Wit (2001). Much has been written about this teaching method across several medical academic disciplines. It is the aim of this review to assimilate the various experiences in order to gain an insight into current expertise. The results are presented by the following headings under which the articles were examined: the source journal, year of publication, article type, theme, content, target, authors, if a clip or the entire film was used, and if any feedback was documented. This is followed by a chronological account of the development of the literature. Such an approach will allow the reader to gather specific information and contextualise it. This review does not critically appraise the quality of the evidence nor does it determine its validity, rather it is hoped that having read the review educators will know where to locate previous accounts of work that will help them develop more engaging pedagogy.
For decades, films across the world have entertained people and affected their attitudes regarding certain issues and conditions. Documentary films have been used by governments in different parts of the world to educate the general public and promote health and prevent the spread of disease as part of public health programs. Psychiatry as a branch of medicine like the rest of medicine continues to develop. With an increasing awareness among the general population and popularity of films showing various aspects of mental illnesses on the rise, educators and teachers are turning their attention to using films for education of medical students and psychiatric trainees. Although films may be stereotypical and prejudiced, they can be used successfully in teaching psychiatry trainees. In this paper, development of a movie club and its use are described and suggestions made to improve the use of films in this process.
Using movies as a classroom teaching strategy can provide a dynamic learning experience that engages students in learning complex material and enhances and visually illustrates lecture content. The authors discuss their use of movies and its outcomes in teaching psychiatric and mental health nursing.
Films featuring psychiatrists, psychiatry and the mentally ill abound, for better or for worse. The use of cinema in postgraduate psychiatry training has been gaining increasing acceptability, but its potential for use in undergraduate psychiatry has received little attention in the literature. This paper reports on the rationale behind, and medical students' responses to a special study module for third year medical students at King's College London, which utilized movies to highlight the significance of the social, cultural and historical context in shaping representations of mental illness, psychiatry, and psychiatrists. Medical students were very receptive to the use of film as an educational tool and able to understand both the benefits and limitations. They found the module enjoyable, and subjectively rated their knowledge of psychiatric topics and the history of psychiatry as significantly improved. The results presented are course feedback from medical students (n = 8) who completed the module. Although our findings provide provisional support for the use of film as an educational tool in undergraduate psychiatry, more systematic research is needed to delineate the potential role of cinema in undergraduate psychiatric education.
Electroconvulsive therapy (ECT) has featured in Hollywood films for sixty years. Film depictions continue to exert a powerful and predominantly negative effect on public attitudes towards the treatment. From review of the 22 currently available films that directly refer to ECT the main themes identified are described. While initially portrayed as a dramatic but effective psychiatric intervention, ECT on film has come to stand for something quite different, representing the brutal and generally futile attempts of society to control and suppress the individual, gathering along the way a hackneyed cinematic grammar that emphasizes its inhumane and punitive nature. The film representation now has little in common with ECT as currently practised, such that filmmakers portraying ECT appear influenced more by films such as One Flew Over the Cuckoo's Nest than by evidence of the safety and effectiveness of ECT as a psychiatric treatment. Filmgoers with no personal or professional exposure to the treatment may fail to make the distinction between the demands of film narrative and clinical reality.
This paper surveys some recent developments in media criticism and recent developments in film and media representations of mental distress. Focusing on a representations drawn from various forms of media, the paper argues that media and film images of mental distress are in many cases 'positive' and sympathetic, although they can also contain sexist, racist and other problematic elements that are not commonly identified by anti-stigma campaigners. It also suggests that while still valid in many ways, existing anti-stigma criticism tends to focus on a rather undifferentiated notion of 'violence to others' as the sole criterion against which media images are judged. Finally, the paper proposes that critics and campaigners pay closer attention to how the particular form or genre of any media text influences its treatment of psychological distress.
Nursing education has recently begun to shift to a more emancipatory learning format. In accord with Freire, many nursing classrooms currently use dialogical teaching approaches as an integral part of the education process. There are many students unable to share in the process of dialogue because of reticence. Reticence is a personality quality in which a person is reluctant to speak. While dialogue appears to be a way to promote learning and is intended to result in emancipation for students, it may result in subjugation for the shy, reticent student. The literature does not provide information regarding the impact of reticence on the student in higher education, particularly the student in a professional program. This article discusses the impact of reticence on the learning experiences of nursing students and the effects of classroom dynamics and teaching methodologies used with nursing students.
Feature films have been successfully used in other disciplines to teach both undergraduate and graduate students but are seldom used in nursing. The purpose of this study was to evaluate two classes of BSN student's perceptions of viewing films as an alternative to some clinical time in a psychiatric mental-health nursing course. A 12-item, 7-point Likert-type scale was constructed to assess students' beliefs about the value of films as a learning experience. An experienced faculty member evaluated the instrument for content validity. Coefficient alpha for the 12-item scale was .95. The film experience was highly rated by the students in learning and liking. Using films to teach nursing is a creative way to engage students in learning complex material.
Educators can develop innovative instructional strategies to engage students within the philosophical framework of Constructivism. To that end, the authors used films--Hollywood movies--to enhance their curriculum on neurological and psychopathological illnesses. During the fourth quarter of a seven-quarter associate degree nursing program, students developed case studies of the disorders portrayed in selected films. The authors outline the methods used to implement this approach and discuss evaluations from student and faculty perspectives.
The writing-to-learn (WTL) instructional strategy has not received sufficient empirical investigation. Using a pretest-posttest, quasi-experimental, non-equivalent, control group design, the WTL strategy was evaluated with 87 undergraduate basic and RN-to-BSN nursing students enrolled in a Nursing Leadership and Management course. Students participating in the course perceived significant benefits of the WTL approach. A significant decrease in writing apprehension was found in the experimental group on two separate measures of writing apprehension. These findings are congruent with the theoretical WTL literature and anecdotal reports of the benefits of using the WTL strategy.
This project applied ethnographic content analysis to examine 19 American films made during the period 1942-2005. The purpose of this examination is to consider how the medium of American film portrays psychiatric mental health nursing and its world within the hospital. It critiques the way film frames mental health nursing and the profession's interactions with other disciplines, such as psychiatry, that might reveal a disposition that is peculiar to this group. It concludes that Hollywood film genre continues to perpetuate the notion that mental health nursing occupies an aberrant, secret, and dangerous world and that its role remains one of custodial companionship. If Chiari, Pinel, and Tuke, the founders of moral therapy during the Age of Reason observed these films, they could be forgiven if they wondered whether psychiatric mental nursing remained trapped in the Middle Ages While some of the films reviewed may be considered vacuous nonsense, its discourses reflect how society views people with serious mental illness and those who nurse them. This critique is a challenge for the profession to educate society regarding the profession's true work, reclaiming its commitment to affirming the dignity and human rights of those with mental illness by instigating political strategies that will destabilize the subversive and dividing practices that film merely manipulates.
Lights, camera, action: using feature films to stimulate emancipator learning in the RN to BSN student
- F M Parker
- D Falk
Parker, F.M., Falk, D., 2004. Lights, camera, action: using feature films to stimulate
emancipator learning in the RN to BSN student. Nurse Educ. 29 (4), 144e146.
Film Theory and Approaches to Criticism, or, what Did that Movie Mean? Retrieved from
- C P Jacobs
Jacobs, C.P., 2013. Film Theory and Approaches to Criticism, or, what Did that Movie
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How to Analyse a Film
- C Dwankowski
- C Ruud
- C S Sandor
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Reflective Practice: a Guide for Nurses and Midwives
- B Taylor
Taylor, B., 2000. Reflective Practice: a Guide for Nurses and Midwives. Allen and
Unwin, Buckingham, UK.
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