Film as Support for Promoting Reflection and Learning in Caring Science

Abstract

Caring science that has a foundation in 'lived experience' may be viewed as a 'patient science', in other words nursing has its starting point in the patient's perspective. To support in learning 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 involves making theoretical meanings vivid in the absence of actual patients. Written patient narratives and fiction like novels in combination with scientific literature are often used in order to obtain lived experiences as the foundation for teaching. Questions concerning how film can be used in this context to support the learning of caring science have recently emerged. The aim of this study is to describe how film as learning-support may boost reflection when 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 is based on the Reflective Lifeworld Research (RLR) approach which is founded in phenomenology. The results show how film as a learning-support enhances the understanding of the caring science theory, and provides a deeper understanding of the subject. Film can be very touching and provides support for the students' embodied reflections. Hence, it is important that the students are encouraged to watch films from a caring science perspective. This requires a structure for learning-support related to the film, such as having a focus and purpose for watching the film, as well as support for follow-ups. The film itself does not create such support and guidance; instead, it must be combined with well-considered pedagogic thoughts on what learning is and how learning can be supported. The results are highlighted with the help of Maurice Merleau-Ponty's philosophy of 'the lived body', and 'the flesh of the world'.

Formación De Investigadores De Las Ciencias Sociales Y Humanas en El Enfoque Fenomenológico Hermenéutico (De Van Manen) en El Contexto Hispanoamericano

“…Centrándonos ya en el aspecto de la organización de actividades, los expertos destacan la importancia de los proyectos de investigación (aunque raquel ayala carabajo formación de investigadores de las ciencias sociales y humanas en el enfoque fenomenológico hermenéutico (de van manen) en el contexto hispanoamericano sean a pequeña escala) en temas significativos, desarrollados en grupos pequeños (Halling, 2012). Churchill (2012), por su parte, sugiere que las obras cinematográficas son especialmente relevantes para el aprendizaje de la fenomenología. Este recurso puede contribuir a desarrollar una conciencia empática, ejercitando la capacidad de asumir «perspectiva» de otra persona.…”

To be Strategically Struggling against Resignation: The Lived Experience of Being Cared for in Forensic Psychiatric Care

“…The famous theory praxis gap can be overcome through ideas of lifeworld-led education (Holst & Hörberg, 2012) with a focus on the lifeworld benefit of learning strategies that give insight into patients' lived experiences. It is worth wondering if, for example, the use of film can be such a didactic tool (Hörberg & Ozolins, 2012)? It will be a challenge to implant a lifeworldbased approach on both caring and learning, which can lead to strategies that, in a more profound way, have the potential to strengthen patients' health processes and students' learning processes (Hörberg, Ozolins & Ekebergh, 2011).…”

Land-Based Intervention: a Qualitative Study of the Knowledge and Practices Associated with One Approach to Mental Health in a Cree Community

“…A particularly important feature of our method was facilitating dialog as a component of both data collection and data analysis. With regard to data collection, we drew upon the scholarship of Churchill (2000Churchill ( , 2012 and Walsh (2004) by facilitating a conversation with and among participants. In practical terms, this entailed favoring talking with participants and eliciting spontaneous accounts of their experiences rather than employing structured protocols or surveys.…”