Use of Photovoice to Integrate a Community-Engaged Scholarship Model of Research Into an Undergraduate Clinical Nursing Course

Abstract

For undergraduate nursing students to appreciate the underpinnings of research, it is essential to bring research to real-life clinical practice. This article reports on an innovative educational experience integrating qualitative research into the sophomore-level clinical setting. The elements of this pedagogical approach within the context of faculty-mentored and student-led community-based participatory research are described.

The use of photovoice in nursing education: A scoping review

“…For example, Gallagher and Stevens (2015) taught nursing students about social justice in the classroom, then connected the theory to their clinical experiences by instructing students to take photographs of their community during a windshield survey. Similar to the findings of a study with social work students by Monteblanco and Moya (2021), we found that photovoice can serve as an introduction to the topic of nursing research, especially qualitative methodologies (Braband & Warren‐Mears, 2017; Kronk & Weideman, 2014). Despite being undervalued in the curricular development of “hard sciences,” learning in the affective domain has the potential to promote emotional intelligence, stress management, and clinical decision‐making, potentially facilitating nursing students' transition to practice as well as improving retention and supporting positive patient outcomes (Bulmer Smith et al, 2009).…”

“…According to Wang and Burris (1997), an important objective of photovoice research is to share pertinent health and community issues with policymakers; however, few articles incorporated this aspect. Of the 22 included studies, five (Andina‐Díaz, 2020; Gallagher & Stevens, 2015; Kronk & Weideman, 2014; Solano‐Ruiz et al, 2021; Yonge et al, 2013) detailed the dissemination of photovoice data to reach community partners and policy makers. Despite limited studies describing data dissemination, many articles included either a group discussion or a critical dialogue component, which is integral to the photovoice process (Wang & Burris, 1997).…”

“…Learning goals of photovoice varied with topics that aimed to encourage learning about SDoH (Andina‐Díaz, 2020; Stupans et al, 2019) and culture (Garner, 2013; Kronk & Weideman, 2014; Michael et al, 2012), and bolstering interest in rural nursing (Leipert & Anderson, 2012; Oosterbroek, 2019; Yonge et al, 2018) among others. To some degree, all the photovoice interventions were reported to foster learning in the affective domain (e.g., creativity, self‐reflection, self‐expression); however, several studies also reported cognitive learning, with topics such as research skills (Andina‐Díaz, 2020; Kronk & Weideman, 2014; Laholt et al, 2019; Leipert & Anderson, 2012), chronic illness (Braband & Warren‐Mears, 2017; Garner, 2014), cultural competence (Michael et al, 2012), and the health care system (Gwon & Thongpriwan, 2019). A few studies reported mixed participant reception, with the most common critique being that photovoice is time‐consuming (Gallagher & Stevens, 2015; Leyva‐Moral et al, 2022; Linz & Cresse, 2021; Yonge et al, 2018).…”

“…Fernandes et al (2019) note that taking pictures allows for accessibility and inclusivity as this skill does not require proficiency in reading, writing, or speaking. In addition, photovoice can be attractive to young adults due to the popularity of photography in daily life through social media platforms and smartphones (Andina‐Díaz, 2020; Kronk & Weideman, 2014). Carlson and Overmyer (2018) note that because most people own a smartphone, photovoice participants will require limited data collection and dissemination training.…”

“Collaboration Toward One Collective Goal”: A Mixed-Methods Study of Short-Term Learning Outcomes and Long-Term Impacts Among Students Participating in an Undergraduate Community-Based Participatory Research (CBPR) Course

“…There are examples of CBPR learning opportunities for graduate professional students ( 12 ), and some models from training opportunities for undergraduate nursing students ( 13 , 14 ). However, we found few examples of undergraduate courses that offer both training in CBPR research fundamentals and applications of these lessons through direct and intensive engagement in research by partnering with community organizations and communities ( 15 – 17 ).…”