Sherri Ogston-Tuck1, Kath Baume2, Chris Clarke3, Simon Heng4. 1. Institute of Health and Society, University of Worcester, Henwick Grove, Worcester WR2 6AJ, United Kingdom. Electronic address: s.ogston-tuck@worc.ac.uk. 2. Institute of Health and Society, University of Worcester, Henwick Grove, Worcester WR2 6AJ, United Kingdom. Electronic address: k.baume@worc.ac.uk. 3. Institute of Health and Society, University of Worcester, Henwick Grove, Worcester WR2 6AJ, United Kingdom. Electronic address: c.clarke@worc.ac.uk. 4. 51, Rifle Range Road, Kidderminster DY 11 7NB, United Kingdom. Electronic address: dimsum@blueyonder.co.uk.
Abstract
BACKGROUND: For decades film has proved to be a powerful form of communication. Whether produced as entertainment, art or documentary, films have the capacity to inform and move us. Films are a highly attractive teaching instrument and an appropriate teaching method in health education. It is a valuable tool for studying situations most transcendental to human beings such as pain, disease and death. OBJECTIVES: The objectives were to determine how this helps students engage with their role as health care professionals; to determine how they view the personal experience of illness, disease, disability or death; and to determine how this may impact upon their provision of patient care. DESIGN, SETTING AND PARTICIPANTS: The project was underpinned by the film selection determined by considerate review, intensive scrutiny, contemplation and discourse by the research team. 7 films were selected, ranging from animation; foreign, documentary, biopic and Hollywood drama. Each film was shown discretely, in an acoustic lecture theatre projected onto a large screen to pre-registration student nurses (adult, child and mental health) across each year of study from different cohorts (n=49). METHOD: A mixed qualitative method approach consisted of audio-recorded 5-minute reactions post film screening; coded questionnaires; and focus group. Findings were drawn from the impact of the films through thematic analysis of data sets and subjective text condensation categorised as: new insights looking through patient eyes; evoking emotion in student nurses; spiritual care; going to the moves to learn about the patient experience; self discovery through films; using films to link theory to practice. RESULTS: Deeper learning through film as a powerful medium was identified in meeting the objectives of the study. Integration of film into pre registration curriculum, pedagogy, teaching and learning is recommended. CONCLUSION: The teaching potential of film stems from the visual process linked to human emotion and experience. Its impact has the power to not only help in learning the values that underpin nursing, but also for respecting the patient experience of disease, disability, death and its reality.
BACKGROUND: For decades film has proved to be a powerful form of communication. Whether produced as entertainment, art or documentary, films have the capacity to inform and move us. Films are a highly attractive teaching instrument and an appropriate teaching method in health education. It is a valuable tool for studying situations most transcendental to human beings such as pain, disease and death. OBJECTIVES: The objectives were to determine how this helps students engage with their role as health care professionals; to determine how they view the personal experience of illness, disease, disability or death; and to determine how this may impact upon their provision of patient care. DESIGN, SETTING AND PARTICIPANTS: The project was underpinned by the film selection determined by considerate review, intensive scrutiny, contemplation and discourse by the research team. 7 films were selected, ranging from animation; foreign, documentary, biopic and Hollywood drama. Each film was shown discretely, in an acoustic lecture theatre projected onto a large screen to pre-registration student nurses (adult, child and mental health) across each year of study from different cohorts (n=49). METHOD: A mixed qualitative method approach consisted of audio-recorded 5-minute reactions post film screening; coded questionnaires; and focus group. Findings were drawn from the impact of the films through thematic analysis of data sets and subjective text condensation categorised as: new insights looking through patient eyes; evoking emotion in student nurses; spiritual care; going to the moves to learn about the patient experience; self discovery through films; using films to link theory to practice. RESULTS: Deeper learning through film as a powerful medium was identified in meeting the objectives of the study. Integration of film into pre registration curriculum, pedagogy, teaching and learning is recommended. CONCLUSION: The teaching potential of film stems from the visual process linked to human emotion and experience. Its impact has the power to not only help in learning the values that underpin nursing, but also for respecting the patient experience of disease, disability, death and its reality.
Authors: Jesús Manuel García-Acosta; Maria Elisa Castro-Peraza; Ángeles Arias Rodriguez; María Luisa Perez-Cánovas; Maria Inmaculada Sosa-Alvarez; Rosa Llabrés-Solé; Ana María Perdomo-Hernández; Nieves Doria Lorenzo-Rocha Journal: Int J Environ Res Public Health Date: 2019-09-02 Impact factor: 3.390