Storytelling: One arts-based learning strategy to reflect on clinical placement. An integrative review

Timpani, Susan; Sweet, Linda; Sivertsen, Nina

doi:10.1016/j.nepr.2021.103005

Cited by 15 publications

(11 citation statements)

References 20 publications

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“…Stories support learning by enabling nursing students to reflect on clinical placements and practice (Timpani, Sweet & Sivertsen, 2021;Crawley, Ditzel & Walton, 2012;Wheeler et al, 2016) and to explore what it means to be a nurse (Wood, 2014). Storytelling can also support relationships between students and educators (Bodine, 2018;Haigh and Hardy, 2011).…”

Section: Storytelling In Nurse Educationmentioning

confidence: 99%

StoryAid: Nursing Students' Relational Learning for Adolescents With Intellectual Learning Disabilities

Nash-Patel¹,

Anderson²,

O'Donoghue³

et al. 2023

J Nurs Educ

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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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Section: Storytelling In Nurse Educationmentioning

confidence: 99%

StoryAid: Nursing Students' Relational Learning for Adolescents With Intellectual Learning Disabilities

Nash-Patel¹,

Anderson²,

O'Donoghue³

et al. 2023

J Nurs Educ

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“…Conceptual papers and empirical research generally present a positive view of arts-based nursing education and its effects, as reflected in relevant reviews. They either cover the entire field [ 27 , 32 , 42 , 43 , 44 ] or explore the integration of different genres within nursing education, such as the visual arts [ 31 , 45 , 46 ], drama [ 47 , 48 ], poetry [ 49 , 50 , 51 ], storytelling [ 52 ], and film (cinenurducation) [ 53 , 54 ].…”

Section: Introductionmentioning

confidence: 99%

Effects of Arts-Based Pedagogy on Competence Development in Nursing: A Critical Systematic Review

Sandberg

2024

Nursing Reports

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The integration of arts-based methods into nursing education is a topic of growing interest in nursing practice. While there is an emerging body of research on this subject, evidence on competence development remains vague, largely due to methodological weaknesses. The purpose of this review is to evaluate the effectiveness of arts-based pedagogy in nursing, specifically in terms of students’ changes in knowledge, skills, and attitudes. It explores which arts-based approaches to nursing education qualify as evidence-based practice in terms of nursing competence. A systematic critical review of research on arts-based pedagogy in nursing was conducted, identifying 43 relevant studies. These studies were assessed for methodological quality based on the CEC Standards for evidence-based practice, and 13 high-quality comparative studies representing a variety of arts-based approaches were selected. Creative drama was identified as the only evidence-based practice in the field, positively affecting empathy. The findings highlight a research gap in nursing education and emphasize the need for measurement and appraisal tools suitable for the peculiarities of arts-based pedagogy.

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“…It comprises short videos that combine standalone and first-person narratives, with the inclusion of multimedia [ 39 ]. Storytelling in nursing improves nurses’ interactions with patients because it reveals preconceived notions and stereotypes about patients to improve their self-awareness [ 40 ]. Digital storytelling can therefore be expected to help nurses become aware of the stigma they face by conveying the patient's perspective and can change their negative attitudes to positive ones.…”

Section: Introductionmentioning

confidence: 99%

A randomized controlled study of an e-learning program (YURAIKU-PRO) for public health nurses to support parents with severe and persistent mental illness and their family members

et al. 2022

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Background Supporting parents with severe and persistent mental illness (SPMI) requires knowledge, skills, and a positive attitude toward parenthood. We developed a Japanese e-learning program for public health nurses (PHNs) to enable them to support parents with SPMI and their family members. This study aimed to evaluate the effectiveness of the program in improving the knowledge, skills, attitudes, and self-efficacy of PHNs in supporting them. Methods A three-hour video-based e-learning program was developed. A randomized controlled trial was conducted with 176 PHNs responsible for maternal and child health in Japan. The outcome measures included the Sense of Coping Difficulty/Possibility Scale, skills to support people with SPMI, and achievement of program goals. Outcome data were collected at three time points during the study: baseline (T1), post-intervention (T2), and one month after T2 (T3) using self-administered electronic questionnaires. Outcome measures were assessed by comparing the two groups at the endpoint (T3) using t-tests and ANOVA. Effectiveness over time was assessed using a mixed model for repeated measures, with group and time interactions as fixed effects. Results The study participants were randomly allocated to two groups:89 in the intervention group, and 87 in the control group. The total score and the scores in the two subscales of the Sense of Coping Difficulty/Possibility Scale in the intervention group at T3 were significantly higher than those in the control group, as shown by the t-test and ANOVA (all p<0.001). The Sense of Coping Difficulty subscale had a large effect size (Cohen’s d=1.27). The analysis of the results of a mixed model for repeated measures showed that the group and time interactions on all outcome measures were not significantly different at T1 but were significantly different at T2 and T3. Conclusions The program was effective one month after its completion, particularly in reducing PHNs’ difficulties in supporting parents with SPMI. Trial registration UMIN000045765, November 1, 2021.

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Storytelling: One arts-based learning strategy to reflect on clinical placement. An integrative review

Cited by 15 publications

References 20 publications

StoryAid: Nursing Students' Relational Learning for Adolescents With Intellectual Learning Disabilities

StoryAid: Nursing Students' Relational Learning for Adolescents With Intellectual Learning Disabilities

Effects of Arts-Based Pedagogy on Competence Development in Nursing: A Critical Systematic Review

A randomized controlled study of an e-learning program (YURAIKU-PRO) for public health nurses to support parents with severe and persistent mental illness and their family members

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