Background:
Nursing students express fears and anxieties about caring for people with intellectual learning disabilities (ILDs). Educational storytelling interventions may help overcome these concerns and improve nursing care.
Method:
StoryAid was used and developed in the Heritage-2Health (H2H) Virtual Art and Drama Project. Eight online sessions followed a story about differences and connections. Two trained facilitators and three academic educators supported nursing students (
n
= 15), adolescents with ILDs (
n
= 7), their parents (
n
= 7), and a specialist teacher to deconstruct, reconnect, and rediscover understandings using rights-based ethnographic evaluation and thematic analysis.
Results:
Themes included relating to the story and characters, participating in the storytelling process, relating to other participants in the storytelling, and relating learning to clinical contexts and professionalism.
Conclusion:
The partnership of StoryAid and H2H created safe spaces for nursing students to engage, challenge assumptions, and develop relational skills.
[
J Nurs Educ
. 2023;62(1):51–57.]
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