Engaging Students Using Feature Films

Briggs, Crista L.

doi:10.3928/01484834-20110519-06

Cited by 9 publications

(4 citation statements)

References 1 publication

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“…In addition, ‘films have the capacity to inform and move us’ (6: 69). They can engage a learner emotionally (Briggs, 2011) and teach values that focus on the person, providing new insights by looking through the patient's eyes (6: 72). For these reasons, mainstream fiction films such as Iris : A Memoir of Murdoch , 2001 are often used to teach the caring workforce about the lived experience of dementia (Ogston‐Tuck et al, 2016).…”

Section: Using Films In Dementia Care Educationmentioning

confidence: 99%

Using documentary films to teach nurses about gender and the vulnerabilities facing older men with advanced dementia

Bartlett

Jøranson

Breievne

2021

Journal of Clinical Nursing

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Aims and objectives To review short documentary films about older men with advanced dementia to use in teaching, and therein address the gender imbalance in the dementia care curricula and create opportunities to learn about masculine vulnerability. Background There has been a growing recognition of the role of gender in respect of vulnerability, with emerging evidence suggesting a need to acknowledge and prioritise dementia as a global women's health issue. Whilst a focus on women is understandable—more women are affected by dementia than men—gender does not equal women. It is important for nursing students, nurses and allied health professionals to understand the vulnerabilities facing older men with dementia as well, including gay men, who may face additional challenges. Design Discursive paper outlining the limitations of using mainstream fiction films in dementia care education and reviewing three short documentary films about older men with advanced dementia to use in teaching. Methods We summarised the literature on using films in nurse education and review three short documentary films about older men with advanced dementia and their (male) caregivers in the context of international nursing standards and concept of vulnerability. Conclusions Education is key to understanding and improving the lived experience of dementia. Our article endorses the use of films in the classroom but highlights that mainstream fiction films about people (women) with dementia are not always appropriate for pedagogic purposes. Our review of three short documentary films on older men with advanced dementia uncovers an untapped teaching resource for care educators. Relevance to clinical practice Given the rising number of older men and women with advanced dementia, nurses are uniquely positioned to advocate for and mobilise support. The short documentary films reviewed in this article can engage nurses emotionally and generate discussion of ways that older men with dementia and their caregivers might be vulnerable.

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Section: Using Films In Dementia Care Educationmentioning

confidence: 99%

Using documentary films to teach nurses about gender and the vulnerabilities facing older men with advanced dementia

Bartlett

Jøranson

Breievne

2021

Journal of Clinical Nursing

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“…After fi lms were used, written questionnaires were also used to assess course objectives and attitudinal changes (Briggs, 2011;Kirkpatrick, Brown, Atkins, & Vance, 2001). Rivers et al (2011) used Rosenberg's Self-Esteem Survey to measure how nursing students perceive the nurses portrayed in fi lms such as The White Angel (Dieterle, 1936), whereas Olivarez (1993) adopted Rest's (1979) Defi ning Issues Test to evaluate moral reasoning in medical students.…”

Section: Evaluative Activitymentioning

confidence: 99%

A Review of Teaching–Learning Strategies to Be Used With Film for Prelicensure Students

Oh¹,

Gagné²,

Kang³

2013

J Nurs Educ

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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.

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“…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;Stringfield, 1999;Wilt et al, 1995). 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.…”

Section: Growth and Developmentmentioning

confidence: 99%