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Creating a Shared Experience
... Using on-line video clips to enhance self-efficacy toward dealing with difficult situations among Nursing students 2006 (29) NET Video streaming: Implementation and evaluation in an undergraduate Nursing program 2008 (30) A multi-method study to determine the effectiveness of, and student attitudes to, online instructional videos for teaching clinical Nursing skills 2009 (31) Video-based self-assessment: Implementation and evaluation in an undergraduate Nursing course 2009 (32) Web-based video and feedback in the teaching of cardiopulmonary resuscitation 2012 (33) Effect of a video on developing skills in undergraduate Nursing students for the management of totally implantable central venous access ports 2012 (34) Learning concepts of cinenurducation: An integrative review 2012 (35) A pilot project in distance education: Nurse practitioner students' experience of personal video capture technology as an assessment method of clinical skills 2013 (36) Online video in clinical skills education of oral medication administration for undergraduate student nurses: A mixed method, prospective cohort study 2013 (37) Attitudes toward Video-Assisted Debriefing after simulation in undergraduate Nursing students: An application of Q methodology 2014 (38) Improving Chinese Nursing students' communication skills by utilizing video-stimulated recall and role-play case scenarios to introduce them to the SBAR technique 2016 (39) Literature review: Use of commercial films as a teaching resource for Health Sciences students 2016 (40) Nursing students' preferences of strategies surrounding cinenurducation in a first-year child growth and development courses: A mixed method study 2016 (41) Piloting the feasibility of head-mounted video technology to augment student feedback during simulated clinical decisionmaking: An observational design pilot study 2016 (42) Use of videos to support teaching and learning of clinical skills in Nursing education: A review 2016 (43) (49) Creating a Shared Experience Using Movies in Nursing Education 2008 (50) comparados às outras tecnologias educacionais, desde aulas expositivas (23,30) e observação de atendimentos (31)(32)34) até leituras de textos (24) e simulações de atendimento em dinâmicas de Role-Play (39) . Também houve alguma recorrência de estudos em que a aprendizagem foi avaliada em pré-pós testes à exibição de um determinado filme ou vídeo (16,41,(46)(47) . ...
... A concepção mais frequente nesses trabalhos (nacionais e internacionais) foi a possibilidade dos filmes e vídeos reproduzirem/transportarem a realidade na sala de aula (trabalhos que fazem isso). Os vídeos e filmes seriam principalmente espelhos/ reflexos da realidade (19)(20)(21)(23)(24)(25)(26)(28)(29)(30)(31)(32)(33)(34)(35)(36)(37)(38)(39)(40)(42)(43)(44)(45)(49)(50) , simuladores da realidade (17,(23)(24)34,39,43,45,50) e possibilitariam aos estudantes vivenciar (19,22,25,(28)(29)35,(39)(40)(41)(42)(43)(44)(49)(50) e explorar (31)(32)34,(36)(37)(38) realidades distantes da sala de aula e de suas vivências (15,28,35,(49)(50) . Nesse sentido, essas mídias ofereceriam acesso a um universo experiencial em que os estudantes poderiam imergir em contextos de atendimento, mas no ambiente seguro e controlado da sala de aula (34)(35) . ...
... A concepção mais frequente nesses trabalhos (nacionais e internacionais) foi a possibilidade dos filmes e vídeos reproduzirem/transportarem a realidade na sala de aula (trabalhos que fazem isso). Os vídeos e filmes seriam principalmente espelhos/ reflexos da realidade (19)(20)(21)(23)(24)(25)(26)(28)(29)(30)(31)(32)(33)(34)(35)(36)(37)(38)(39)(40)(42)(43)(44)(45)(49)(50) , simuladores da realidade (17,(23)(24)34,39,43,45,50) e possibilitariam aos estudantes vivenciar (19,22,25,(28)(29)35,(39)(40)(41)(42)(43)(44)(49)(50) e explorar (31)(32)34,(36)(37)(38) realidades distantes da sala de aula e de suas vivências (15,28,35,(49)(50) . Nesse sentido, essas mídias ofereceriam acesso a um universo experiencial em que os estudantes poderiam imergir em contextos de atendimento, mas no ambiente seguro e controlado da sala de aula (34)(35) . ...
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.
... Film clips are distracting, scattered, discursive, and passive (Kerber et al., 2004). While Herrman (2006) said that brief clips from popular films were used to bring the textbook description of psychiatric symptoms and interventions to life, Carpenter et al. (2008) purport that viewing the entire film created a common experience for the whole group. Students saw the same context through their own unique eyes, yet bonded. ...
... DiBartolo and Seldomridge (2009), who say that watching a film in a group is a social experience that forges a connection among students, suggested that faculty and students watch the film together. Students who watched alone reflected privately about what they had seen, but they had to wait until the next day to share these reflections with their classmates (Carpenter et al., 2008). Carpenter et al. (2008) noted that the group movie experience provided a strong connection between the students and the film characters, helping students clarify their knowledge and own attitudes, and embrace the values of professional nursing. ...
... Students who watched alone reflected privately about what they had seen, but they had to wait until the next day to share these reflections with their classmates (Carpenter et al., 2008). Carpenter et al. (2008) noted that the group movie experience provided a strong connection between the students and the film characters, helping students clarify their knowledge and own attitudes, and embrace the values of professional nursing. Watching a film together can promote group cohesion, which is commonly reported as a major benefit. ...
Background:
Use of film in the classroom (cinenurducation) promotes nursing students' motivation and understanding of concepts about child growth and development; however, consensus has not been reached regarding students' preferred strategies and what they view as effective.
Objective:
To identify nursing students' preferences for pedagogical strategies surrounding film use in a Child Growth and Development course.
Design:
A mixed methods study encompassing a concurrent triangulation strategy was undertaken.
Settings and participants:
Eighty-three students attending the first year nursing class in the fall semester 2012 at a private University in South Korea participated.
Methods:
Films or film clips were shown either before or after pedagogical strategies including lecture, presentation, personal essay, group report, or group discussion, followed by a questionnaire to assess student preferences and their opinions on the impact of strategies on motivation and learning. A focus group with 10 participants provided their opinions.
Results:
Although the preference for the time when films were watched showed no significant difference (t=.388, p=.699), participants preferred the following pedagogical methods: watching films with a group, saying this was more effective compared to watching films alone (t=5.488, p<.001); full movie over film clips (t=2.869, p=.005); and personal essay over group report (t=2.755, p=.007). Focus group participants also stated that it was more effective to watch the entire movie rather than film clips with the group, and preferred personal essays to group reports.
Conclusions:
Use of nursing students' preferred learning strategies surrounding cinenurducation helped them gain conceptual knowledge in a Child Growth and Development course.
... The Lion King (1994) ․Assignment to analyze of film ․1-2 page paper that addresses how the film illustrates the developmental transition ․Using film was not only enhanced the knowledge and understanding of growth and development, but it helped students to recognize its importance and facilitated their application of it in their clinical experiences. Wilt et al. (1995) (Briggs, 2011;Carpenter et al., 2008;DiBartolo & Seldomridge, 2009;Kerber et al,, 2004;Parker & Faulk, 2004;Stringfield, 1999;Higgins & Lantz, 1997;Wilt et al., 1995) (Briggs, 2011;Carpenter et al., 2008;DiBartolo & Seldomridge, 2011;Hyde & Fife, 2006;Rivers, Rivers, & Nichols., 2011;Zauderer & Ganzer, 2011). 4 편의 연구에서 학생들에게 성찰(reflection)의 기회를 제공했다 고 보고하였다 (Carpenter et al., 2008;Northington, Wilkerson, Fisher, & Schenk, 2005;Parker & Faulk, 2004;Zauderer & Ganzer, 2011). ...
... The Lion King (1994) ․Assignment to analyze of film ․1-2 page paper that addresses how the film illustrates the developmental transition ․Using film was not only enhanced the knowledge and understanding of growth and development, but it helped students to recognize its importance and facilitated their application of it in their clinical experiences. Wilt et al. (1995) (Briggs, 2011;Carpenter et al., 2008;DiBartolo & Seldomridge, 2009;Kerber et al,, 2004;Parker & Faulk, 2004;Stringfield, 1999;Higgins & Lantz, 1997;Wilt et al., 1995) (Briggs, 2011;Carpenter et al., 2008;DiBartolo & Seldomridge, 2011;Hyde & Fife, 2006;Rivers, Rivers, & Nichols., 2011;Zauderer & Ganzer, 2011). 4 편의 연구에서 학생들에게 성찰(reflection)의 기회를 제공했다 고 보고하였다 (Carpenter et al., 2008;Northington, Wilkerson, Fisher, & Schenk, 2005;Parker & Faulk, 2004;Zauderer & Ganzer, 2011). ...
... Wilt et al. (1995) (Briggs, 2011;Carpenter et al., 2008;DiBartolo & Seldomridge, 2009;Kerber et al,, 2004;Parker & Faulk, 2004;Stringfield, 1999;Higgins & Lantz, 1997;Wilt et al., 1995) (Briggs, 2011;Carpenter et al., 2008;DiBartolo & Seldomridge, 2011;Hyde & Fife, 2006;Rivers, Rivers, & Nichols., 2011;Zauderer & Ganzer, 2011). 4 편의 연구에서 학생들에게 성찰(reflection)의 기회를 제공했다 고 보고하였다 (Carpenter et al., 2008;Northington, Wilkerson, Fisher, & Schenk, 2005;Parker & Faulk, 2004;Zauderer & Ganzer, 2011). 그 외에도 학생들의 흥미를 유도하여 학습을 촉진시키고 (Hart, 2011;Parker & Faulk, 2004;Stringfield, 1999), 감정이입을 유도하였으며 (Briggs, 2011;Rivers et al., 2011;Wilt, Evans, Muenchen, Guefold. ...
Purpose: The purpose of this paper was to analyze research papers using movies and to introduce a practical instruction in cinema education for nurse educators in Korea. Method: The computerized database of PubMed, Google scholar, NDSL, CINAHL, and PsychINFO were used to generate relevant literature. Sixteen studies were published between 1990 and 2011 and were included in this review. These papers were analyzed using the matrix method suggested by Garrad (2007). Results: The first paper using movies in nursing education was performed in 1995. There were 16 studies on this issue and classified into one qualitative and 15 quantitative research. Because psychiatric mental health nursing was the main course, movies relating to mental illness were mainly considered. Most papers used questionnaires developed by researchers and discussions regarding the course. The key findings in these papers were all positive. Conclusion: The critics and syntheses in these papers emerged into seven overarching merits of cinema education and that lead to conduct cinema education to deepen students` understanding and to evoke empathy, critical thinking, entertainment, and intimacy. In addition, cinema education was safe and economical. This study recommends discovering suitable films and developments in both instruction process and educational evaluation tools.
... Student-centered learning can be created through entertainment such as movies, music, and shows. By providing an enjoyable and engaging way to learn (Kerber et al., 2004;Masters, 2005;Wilt et al., 1995), cinenurducation stimulates students' interest while increasing their emersion in learning content (Carpenter et al., 2008;Edmonds, 2011;Hyde and Fife, 2005;Raingruber, 2003;Zauderer and Ganzer, 2011). In other studies, films are also shown to successfully engage students outside the usual classrooms, laboratories, or clinical sites (Briggs, 2011;DiBartolo and Seldomridge, 2009;Edmonds, 2011;Hart, 2011;Zauderer and Ganzer, 2011). ...
... Watching films provided a strong connection between the learners and the film characters, helping students clarify their experiences (Carpenter et al., 2008). However, Carpenter et al. (2008) cautioned that younger nursing students with little-to-no life experience with pain, loss, or death felt uncomfortable. ...
... Watching films provided a strong connection between the learners and the film characters, helping students clarify their experiences (Carpenter et al., 2008). However, Carpenter et al. (2008) cautioned that younger nursing students with little-to-no life experience with pain, loss, or death felt uncomfortable. Similarity to Carpenter et al.'s (2008) findings, the study of Zauderer and Ganzer (2011) indicated that the experience of witnessing a psychiatric disorder allowed students to better understand the experiences of the patients they were encountering during their clinical rotation. ...
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.
... Uluslararası ve ulusal yapılan farklı çalışmalarda 'Wit' filminin tıp ve hemşirelik ve ebelik öğrencilerine yönelik gösterimi ile öğrencilerle etik konusu tartışılmıştır (11)(12)(13)(14)(15)(16). Uluslararası birkaç çalışmada da filmin tıp etiği açısından içeriksel incelemesi görülmektedir (8,10,17,18). ...
... © 2018, Türkiye Biyoetik Derneği Turkish Bioethics Association | 163 Soner G ölüme yolculuğunu deneyimleme fırsatı vermektedir(11). Filmin orijinal hali olan tiyatral metnin drama olarak kullanılması da öğrencilerin empati ve merhamet ilişkisi kurma becerilerinin gelişmesinde etkili olacağı düşünülmektedir(12). ...
INTRODUCTION: The aim of this study is to analyze the characteristics of Nurse Susie Monahan character in the Wit film within the framework of nursing definition of Virginia Avenel Henderson.
METHODS: In the research, film analysis was done by content analysis which is one of the qualitative research methods. Content analysis; is a careful, detailed, systematic review and a thorough interpretation of a particular material body to define patterns, themes, assumptions and meanings. The content analysis was applied for the film ‘Wit’ which was released in 2001 and analyzed Nurse Susie Monahan character in the film within the framework of nursing definition of Virginia Avenel Henderson.
RESULTS: The main character of the film is Vivian Bearing, professor of English Literature. Vivian Bearing is taking full-dose chemotherapy treatment for ovarian cancer diagnosis. Throughout the film, doctors approach Bearing with an insensitive and closed communication, and they treat him as a research subject. Nurse Monahan is a professional nurse who represents the human side of medicine in the film. Unlike doctors and other health professionals, Nurse Monahan has an empathic, compassionate and respectful relationship with Bearing. Monahan diligently carries out nursing care and advocates for Bearing until the last moment of Bearing. Nurse Susie Monahan appears to be a nurse who coincides with Virginia Avenel Henderson’s nursing definition framework.
DISCUSSION AND CONCLUSION: Nurse Susie Monahan is a nurse in Virginia Avenel Henderson’s definition of nursing. ‘Wit’ is an important film to discuss about ethics, nursing ethics, patient-nurse relationship with nursing students.
... For example, a number of articles, including several research studies, have explored the impact of film study on the social and emotional understanding of undergraduate and graduate students preparing for careers in a variety of helping professions. These articles have explored the impact of film study on nursing students' abilities to relate to patients' experiences of physical pain [12]; medical residents' empathy and altruism [13]; novice teachers' understanding of gifted students' unique needs [14]; and therapy/counseling students' abilities to connect to their clients [15]. Furthermore, articles frequently mention the importance of film study for forging deeper, more meaningful connections between instructors and their students, as well as among students themselves [12]. ...
... These articles have explored the impact of film study on nursing students' abilities to relate to patients' experiences of physical pain [12]; medical residents' empathy and altruism [13]; novice teachers' understanding of gifted students' unique needs [14]; and therapy/counseling students' abilities to connect to their clients [15]. Furthermore, articles frequently mention the importance of film study for forging deeper, more meaningful connections between instructors and their students, as well as among students themselves [12]. ...
This article provides a preliminary evaluation of outcomes for a group-therapeutic Film Study program designed by school-based mental health providers and a speech language pathologist to facilitate perspective-taking in seven high-school students with autism and other social cognition challenges. The Film Study program involved microanalysis of one film over the course of an academic year. Evaluation of outcomes were based on post-hoc qualitative analyses of Film Study lesson transcripts. Findings indicated that participants were more engaged and used more psychological state terms to describe characters’ points of view by the end of the program. Thematic analysis of transcripts also identified a number of changes in participants' perspective taking behaviors over time, including improved ability to (a) focus on characters’ perspectives as opposed to their own, (b) differentiate between thoughts and feelings, (c) engage in increasingly complex discussions of characters’ points of view and (d) respond to and build on one another’s comments. Results suggest that microanalysis of film may offer a promising means for school mental health providers to support adolescents with ASD to improve their perspective-taking skills through scaffolded practice.
... As others have reported (e.g. Alexander, Lenahan, & Pavlov, 2005;Carpenter;Stevenson, & Carson, 2008;Persson & Persson, 2008), we have found that film offers a potent springboard for reflection on clinical contexts and learning for our students who are embarking on a beginning journey of developing their own professional identities. Similar to other art forms, film as a visual narrative effects a heightened multi-sensorial response that engages us both cognitively and emotionally. ...
... As others have reported (e.g. Alexander, Lenahan, & Pavlov, 2005;Carpenter;Stevenson, & Carson, 2008;Persson & Persson, 2008), we have found that film offers a potent springboard for reflection on clinical contexts and learning for our students who are embarking on a beginning journey of developing their own professional identities. Similar to other art forms, film as a visual narrative effects a heightened multi-sensorial response that engages us both cognitively and emotionally. ...
In this paper, the authors reflect on their experience of engaging faculty members as members of reflective panels following the screening of films used as part of a longitudinal narrative reflective practice module in the pre-clinical, Patient-Centred Care course in first and second year at the University of Alberta. Having experienced both highly reflective and more didactic panelist approaches over the course of several years’ experience, the authors wonder about what medical students may be ‘reading between the lines’ when they experience curricula that is not always consistent with stated curriculum aims and intentions. The authors suggest the value of closely considering both the texts and contexts that comprise medical education, particularly in relation to how these may shape medical student socialization into the profession of medicine.
... It is based on the real-life story of a man, who was left quadriplegic after an accident, and his request for euthanasia and the right to end his life. Movies are used in the education of health professionals as a powerful and effective educational tool that increases learning potential and experience (19,20). So, the movie was watched within the scope of education for students to better understand the subject. ...
Background:
Nurses play an important role in the healthcare team and are closely involved in the daily care of patients. Sometimes, they are involved in the care of terminal patients, who may thus be confronted with difficult end-of-life decisions such as euthanasia. Therefore, it is important to determine the views on euthanasia of nursing students who will work in health care and prepare them for such situations in their professional life. This study aimed to evaluate the effect of euthanasia education on nursing students' opinions.
Methods:
Pretest-posttest single group semi-experimental method was used in the study. Data were obtained with two surveys carried out both before and after education. Descriptive statistics, Chi-square test, or Fisher's exact tests were used to analyze.
Results:
Euthanasia education provided students with a different perspective. The results indicated that 56.4% of the students that they knew about euthanasia partially enough before education. After the training, 65.5% of them indicated that they had enough knowledge. Rate of those who are undecided on many questions before education decreased.
Conclusions:
Education can significantly change nursing students' approach to euthanasia and provides ethical awareness. Euthanasia and related topics should be added to the curriculum. Students should be encouraged to express their opinions and questions about euthanasia. Students should receive ethics education to prepare them to deal with euthanasia-related issues in their professional lives.
... Learning methods in which students actively participate in the learning process is used to gain these basic principles (Terzioğlu, Eskiyurt & Özkan, 2017). Film-based education in nursing has been described as a powerful educational tool that enhances learning potential and experience (Carpenter, Stevenson & Carson, 2008) and recently, it has been frequently used in psychiatric education. Film can be used as an educational material intertwined with the case study method and role-playing technique in education. ...
Amaç: Araştırmanın amacı, ruh sağlığı ve hastalıkları hakkında öğrenci hemşireler tarafından çekilen kısa filmlerin öğrencilerin psikiyatri hastalarına yönelik tutumlarına etkisini değerlendirmektir. Gereç ve Yöntem: Ön test-son test deseninde yarı deneysel olan araştırmanın evrenini, dördüncü sınıfta öğrenim gören 196 hemşirelik öğrencisi oluşturmuştur. Örneklem seçim yöntemi kullanılmamış olup, verilerin toplandığı tarihlerde okulda olan ve araştırmaya katılmaya gönüllü olan 126 öğrenci ile araştırma gerçekleştirilmiştir. Bu sayı aynı zamanda araştırmanın örneklemidir. Veriler, Bilgi Formu ve Akıl Hastalarına Yönelik Tutum Ölçeği ile toplanmıştır. Veriler sayı, yüzde ve t-testi kullanılarak analiz edildi. Bulgular: Öğrenciler eğitim öğretim yılının ilk yarıyılında 11 film, ikinci yarıyılında dokuz film çekimi yapmışlardır. Filmlerin çoğu psikopatoloji ile ilgilidir. Çalışmada öğrencilerin Akıl Hastalarına Yönelik Tutum Ölçeği ön test toplam puan ortalaması 64.50 ± 13.77, son test toplam puan ortalaması ise 72.50±14.72 olarak belirlenmiştir. Öğrencilerin ön test ve son test ölçek puan ortalamaları arasındaki farkın anlamlı olduğu belirlenmiştir Sonuç: Ruh sağlığı ve hastalıkları hakkındaki kısa film çekme uygulamasının, öğrenci hemşirelerin psikiyatrik hastalara yönelik tutumlarını olumlu yönde etkilediği bulunmuştur.
... The use of films can stimulate students' ability to reflect on their own mental and emotional activity and professional actions, putting them in contact with complex situations in protected contexts (Bergonzo et al., 2010;Garrino et al., 2011;Blasco et al., 2011). Movies have been used to stimulate reflection (Blasco et al., 2010(Blasco et al., , 2011Brett-MacLean et al., 2010), and to teach ethics, palliative care, pain management, (Carpenter et al., 2008), professionalism, psychiatry and mental health (Hyde & Fife, 2005;Masters, 2005), and nursing management (Stringfield, 1999). ...
Background:
There is a limited tradition of using films in healthcare education, although it is constantly developing. Further, to understand complex concepts, such as vulnerability and resilience, is fundamental to improving nursing education.
Objective:
This study aims to explore how a combined approach, using films and expert patients, could influence nursing education on the topics of vulnerability and resilience.
Methods:
A qualitative descriptive study was carried out. Reflective writings of eight bache- lor's degree students during the first semester of the second year were analysed through a con- tent analysis methodology.
Results:
Two main themes emerged: 1) To face up to vulnerability through resilience expe- riences, with three sub-themes: active behaviours to cope with disability; carrying the heavy load of vulnerability; using resilience as a new beginning; 2) Students' difficulties and perspectives on caring vulnerable people, with two sub-themes: awkwardness of facing vulnerability; and walk together to overcome disability CONCLUSIONS: The use of films, enhanced by the lived experiences of expert patients, would improve the learning in the new generation of nursing students that are actually more involved in the use of innovative learning strategies. The adoption of new ways to teach complex con- cepts to bachelor degree nursing students is pivotal to simplify theories and to establish a posi- tive connection between nursing students and educators. The education system should consider that, only through emotionally strong educational strategies, is possible to foster an endu- ring emotional knowledge in students.
... As a resource to improve clinical skills, universities have also been successfully using videos to create a shared active learning experience amongst groups of nursing students in order to enhance their education. [8,9] Video education has many advantages over traditional education, including efficiency, convenience, and individualized learning. An educational video is a versatile tool that can be used to support professors in the classroom, in simulation laboratories or at distance, using the internet and can expand access to knowledge. ...
Objective: Developed and validate educational videos addressing the female and male indwelling catheterization techniques in adult patients.Methods: Methodological study divided into two stages: development and validation of a script and the filming, editing and validation of videos. The script was written in the storyboard format, which was validated by eight nurse experts using the Delphi technique. The educational videos were filmed according to this validated script and were validated by 71 undergraduate nursing students using a five-point Likert scale.Results: The final script was composed of eight items: concept, reasons, material, instructions, male and female indwelling catheterization, indwelling catheter care, and complications. Five rounds were needed for the script to be validated by experts, a process that lasted nine months. The scenes were filmed, edited and inserted in the animated texts. The final versions were watched by 71 first-year undergraduate nursing students from a public university located in São Paulo. The mean scores assigned by the students to the eight items were greater than four. The item that obtained the highest mean was “complications related to indwelling catheterization”, with a mean score of 4.80. The item with the lowest score was “reasons” with a mean of 4.38. Assessment of the set of items (“did you understand this video?”) also obtained a mean score of 4.38. Agreement among students was also significant (p < .001).Conclusions: The script was developed and validated by experts, while the educational videos that resulted from this script were validated by first-year undergraduate nursing students.
... The use of clips in this manner is said to act as "an alarm" for the student, which will raise awareness for when a similar incident occurs in their everyday life (Blasco, 2006). This form of education has been successfully used within postgraduate nurse education in the US (Raingruber, 2003) and in the successful delivery of a pain management unit for nurses (Carpenter, 2008). It is clear that for the teaching of emotions and behavioural responses, cinemeducation can have a valued position in healthcare education. ...
... Although you may not have time to show an entire film, film clips can be used to stimulate thought and discussion without taking up a large amount of class time. 15,16 Music can also be used to engage the students and emphasize important content presented. Faculty may also demonstrate certain skills with actual equipment used in the clinical setting to make the experience more realistic for students and help students retain the information. ...
Psychiatric disorders are heterogeneous disorders characterized by complex genetics, variable symptomatology, and anatomically distributed pathology, all of which present challenges for effective treatment. Current treatments are often blunt tools used to ameliorate the most severe symptoms, often at the risk of disrupting functional neural systems, thus there is a pressing need to develop rational therapeutics. Induced pluripotent stem cells (iPSCs) reprogrammed from patient somatic cells offer an unprecedented opportunity to recapitulate both normal and pathologic human tissue and organ development, and provides new approaches for understanding disease mechanisms and for drug discovery with higher predictability of their effects in humans. Here we review recent progress and challenges in using human iPSCs for modeling neuropsychiatric disorders and developing novel therapeutic strategies.
... It is surprising that the main objective pursued by the use of commercial films in classrooms is not knowledge acquisition (Zauderer and Ganzer, 2011), but rather an orientation to other aspects that are more complex and difficult to measure like the acquisition of attitudes and values, something that is also shown by the PhD thesis of Bonilla Borrego (2008) in an experience with high school pupils, and by papers written by other authors (Weerts, 2005;Winter, 2011;González Blasco, 2001;Lenahan and Shapiro, 2005;Carpenter et al., 2008). Most of the studies intend to modify attitudes of future professionals, something that can be attributed to a humanizing reaction to the increasing amount of technology in health professions. ...
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.
... In this sense, a movie can become a process of transformation, if introduced properly (Cambló & Mendo, 2013). It requires a careful selection of films to ensure that they are related to the topic of interest, with the educator having a fundamental role in this process (Cappelletti et al., 2008;Carpenter, Stevenson, & Carson, 2008;Gallagher, Wilson, Edwards, Cowie, & Baker, 2011;Gramaglia et al., 2013). ...
PurposeTo determine the influence of movies as a teaching resource with nursing students to improve their ability to cope with challenging scenarios in oncology nursing, as well as their competence to identify nursing diagnoses in these patients.Methods
Cluster, randomized controlled trial with nursing students at the University of Málaga (Spain).MeasuresAccuracy of nursing diagnoses, perceived stressors, death anxiety, empathy, level of decision making, and cognitive closure.Conclusions
This study will provide information about the efficacy of movies to improve the competence in nursing students for the care of oncology patients, as well as their diagnostic reasoning.Implications for Nursing PracticeIf significant modifications are obtained, this approach can be an important resource applicable to other contexts of patient care.
... 간호교육을 포함한 고등교육의 효과는 다양하게 평가할 수 있지만 이해의 폭을 넓히고 비판적인 사고와 문제해결능력을 함양하는 것이 궁극적인 목표가 된다고 하겠다(이명근, 2005).영화의 유용성은 무엇보다도 단순지식이 아닌 고등 인지기능즉, 비구조화된 학습과제에서 그 위력을 발휘한다는 것이다(강인애, 1998;박지은, 2006;Carpenter, Stevenson, & Carson, 2008;Northington et al., 2005). 간호교육에서 접하게 되는 문 제들은 특정 개념이나 원리만을 단순히 적용해서는 그 해결 책을 도출할 수 없는 비구조화된 학습과제로 나타난다. ...
Purpose: Recently teaching nursing to undergraduate students has been based on the constructive teaching method to achieve the core nursing competency. Therefore, non-traditional teaching methods should be introduced for a stimulated interaction between the lecturer and students and to increase information retention and interest in nursing. The purpose of this paper was to review current issues related to the use of cinema in nursing education. Method: A literature review was conducted to grasp the definition of cinemeducation and to identify the uses, merits, and demerits of using cinema in nursing education. Conclusion: Cinemeducation is an innovative approach to teaching multi-cultural diversity in medicine and nursing. It is possible to conduct cinemeducation to deepen student's understanding of cross-cultural issues and to evoke imagination, empathy, and narrative. Movies are funny, entertaining, and readily enjoyed by learners. Since individuals portrayed in movies are not real, learners can be more honest and objective about their reactions to these characters. In addition, movies as instructional media are economical. I would like to suggest more curriculum development for the use of movies.
... A review of research in the area renders a small number of scientific articles relating to the use of film in nursing education (Carpenter, Stevenson & Carson, 2008;Fleming, Piedmont & Hiam, 1990;Wall & Rossen, 2004;Masters, 2005;Plowfield, Raymond, & Hayes, 2006;Raingruber, 2003). There are also examples in the literature that show how films are used in teaching (Farina, 2009;Higgins & Lantz, 1997;McGarry & Simpson, 2007;Northington, Wilkerson, Fisher & Schenk, 2005). ...
Caring science with a foundation in “the lived experience” may be viewed as a “patient science” i.e. the nursing has its starting point in the patient’s perspective. To support the students to learn caring science, the learning situation has to embrace the students’ lived experience in relation to the substance of caring science. One of the challenges in education is how to make the theoretical meanings more vivid, when there are no patients present. To obtain lived experiences as a foundation for teaching, written patient narratives and fiction like novels in combination with scientific literature are often used. Questions about how film can be used in this context to support learning of caring science have recently emerged. The aim of this study was to describe how film as learning-support may boost reflection in learning caring science. The data was collected through audio-taped seminars, written reflections and group-interviews with students on basic-, advanced-, and doctoral levels. The analysis was based on the Reflective Lifeworld Research (RLR) approach, founded on phenomenology. The result shows how film as a learning-support enhances the understanding of the caring science theory, and gives a deeper understanding of the subject. Film can be very touching and supportive for the students’ embodied reflections. Hence, it is important that the students are encouraged to watch the film from a caring science perspective and this requires a structure for learning-support related to the film, such as focus and purposes of watching the film, as well as support for follow-ups. The film per se does not create such support and guidance, but must be combined with well considered pedagogic thoughts on what learning is and how learning can be supported. The result is highlighted with the help of Maurice Merleau-Pontys philosophy of “the lived body”, and “the flesh of the world”.
... Healthcare educators employ movies to teach a wide range of learners: medical students, mental health counselors, family doctors, psychiatrists, family therapists, and dentists (Alexander, Leahan, & Pavlov, 2005;Bell, 2009;Furst, 2007;Klemenc-Ketis, & Kersnik, 2011;Volandes, 2007;Wedding, Boyd, & Niemiec, 2005). In nursing education, movies have been used in teaching mental health, pediatrics, nursing management, and community health (Carpenter, Stevenson, & Carson, 2008;DiBartolo & Seldomridge, 2009;Hart, 2011;Higgins & Lantz, 1997;Hyde & Fife, 2005;Griffith, 2011;Masters, 2005;Stringfield, 1999). The literature indicates nurse educators have successfully used movies to augment educational experiences. ...
A thorough family assessment provides a foundation for the nursing process when working with families. Therefore, nurses, along with other health care providers must develop expertise in conducting family assessments to provide the best possible care within the community. This article describes an innovative educational strategy using movies to teach family assessment skills and puts forth recommendations for future research to provide evidence to support this teaching modality.
... Although you may not have time to show an entire film, film clips can be used to stimulate thought and discussion without taking up a large amount of class time. 15,16 Music can also be used to engage the students and emphasize important content presented. Faculty may also demonstrate certain skills with actual equipment used in the clinical setting to make the experience more realistic for students and help students retain the information. ...
Class participation can be difficult to obtain when lecturing to a large group of students. Interactive lecture methods can help bridge the gap between faculty and students as well as increase class participation and satisfaction among faculty and students. The authors discuss various methods that may be used to increase student interaction.
... As an alternative to clinical skills-based video-recordings, universities have also successfully used either whole films or clips of films as dramaturgical teaching tools to create a shared active learning experience amongst groups of nursing students in order to enhance their education (Herrman, 2006;Carpenter et al., 2008). Using video-recordings of simulated clinical skills or presenting film clips in lectures can be conceptualised as an attempt to enhance visual learning; usage of such visual imagery has been shown to expedite students' learning (Hardy, 2008). ...
... Another example of cinemeducation was described more recently by Carpenter, Stevenson, and Carson (2008). The movie Wit, which depicts pain management in a woman diagnosed with late-stage ovarian cancer and undergoing chemotherapy, was shown in class. ...
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.
... Los padecimientos mentales, por ejemplo, han sido con frecuencia la fuente de inspiración de numerosos filmes, que han sido aprovechados por un número importante de docentes con considerable éxito(Mohr, 1995;Mann- Wall y Rossen, 2004; Bag, 2004;Masters, 2005). La experiencia vivida por pacientes con enfermedades graves que puede encontrarse en algunas producciones cinematográficas ha sido utilizada también con frecuencia(Northington, Wilkenson, Fisher y Schenk, 2005;Carpenter, Stevenson y Carson, 2008). Este tipo de experiencias han favorecido de forma importante la comprensión del sufrimiento relacionado con la enfermedad en estudiantes universitarios de enfermería. ...
El cine exhibe –probablemente– una capacidad de representación de la experiencia humana mayor que el restode las manifestaciones artísticas, puesto que es capaz de observar lo desapercibido de la realidad. El padecimiento ori-ginado por la enfermedad ha sido una fuente continua de historias en el cine. En enfermería, las formas tradicionalesde enseñanza se han centrado en aspectos empíricos y teóricos y no han permitido incorporar formas estéticas de ma-nejo del conocimiento. La inclusión de herramientas tecnológicas de naturaleza estética como el cine han producidoresultados muy positivos sobre el poder de creación y transmisión del conocimiento de las actividades de formación,no sólo en Ciencias de la Salud, sino en cualquier área de conocimiento, aumentando la asimilación de conceptos y laparticipación de los alumnos. En este artículo se expone la experiencia en la utilización de material cinematográfico enuna actividad de formación para la mejora en la implementación de la metodología de cuidados, así como las estrate-gias que se utilizaron para la integración de contenidos teóricos y prácticos.
The purpose of this study was to examine the effect of the film `The Island` on 2nd year nursing students` nursing informatics (NI) competency. The participants were sixty-eight students in a baccalaureate nursing program of a private university, taking the course, `Nursing & Informatics` in the 2012 fall semester. Over the 15 weeks, the film was used for five weeks as introduction to NI, peer-to-group discussions, and self-reflection on lessons learned regarding NI. A qualitative content analysis was used to explore the students` experiences and perceptions on their NI competency. As a result, students signified the NI concept as the assessment of biometrics data, promotion of optimal health with the support of various technologies, and integration of patient-centered care into routine practice. They also highlighted the importance of security and safety measures as well as high quality health technology including the ubiquitous health monitoring system. Overall, the lesson outcomes of the course were met. As a supportive, instructional strategy, the use of the movie, `The Island`, was effective for nursing students in achieving NI competencies. Further study is warranted to determine if movies can be used as a means of continuing education to improve informatics competences in healthcare professionals.
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.
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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.
The use of film as a teaching modality offers an opportunity for nursing students to explore the intersections of science, theory, and personal values prior to caring for clients with sexual and reproductive health (SRH) needs. Although the use of a broad range of arts and humanities modalities in the classroom is described in the literature, the use of film in relationship to teaching SRH has not been explored. Furthermore, there is a paucity of literature regarding the didactic or clinical teaching of SRH in nursing education. This article provides a framework for incorporating film as a teaching strategy into both case-based and problem-based teaching pedagogies. Reviews and discussion questions of films are provided.
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.
Cinema is riddled with negative portrayals of psychotherapy. In a media-saturated culture, public attitudes regarding the prevalence of mental illness, the symptomatology that defines abnormality, and the professionals who address such disorders are profoundly influenced by the images and messages in cinema and mass media. It is imperative for psychologists to maintain an awareness of the cinematic portrayals of psychotherapists, psychotherapy, and mental illness in order to better understand clients' expectations for therapy. By increasing awareness of the role of the media in shaping the image of professional psychology, clinicians can hope to decrease the stigma surrounding mental health care through engaging in discussions of these media stereotypes and advocating for more realistic portrayals of psychotherapy. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Much has been written about the use of popular film clips for cinematherapy with gifted students. However, the use of this media has not been addressed in terms of educating preservice teachers, in‐service teachers, and graduate students about the characteristics, stereotypes, social‐emotional needs, diverse populations, parenting issues, and characteristics of teachers of the gifted. Strategies and sample film clips are described for preservice, in‐service, and graduate use. Suggestions, cautions, and future considerations are also presented. Listings of possible films and suggested topical applications are included.
Teachers of gifted elementary school students seek strategies appropriate for fostering healthy social and emotional development in children. The authors propose guided viewing of film as a strategy through which teachers and counselors may assist young gifted students in gaining helpful insights to deal with problems they face. This article presents a theoretical foundation for this approach, a variety of strategies for implementation, and a collection of films appropriate for use with gifted students.
Develops a theoretical framework of how and when to use cinematherapy, a therapeutic technique that involves having the therapist select commercial films for the client to view alone or with specified others. The film may be intended to have a direct therapeutic effect or may be used as a stimulus for further interventions within a session. Cinematherapy is discussed as an outgrowth of bibliotherapy. Three case studies are presented, along with clinical procedures and an initial cinematherapy bibliography. (PsycINFO Database Record (c) 2012 APA, 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.