Using a storyboarding technique in the classroom to address end of life experiences in practice and engage student nurses in deeper reflection

Abstract

This paper evaluates the use of storyboarding within a classroom setting as a means of addressing end of life issues and engaging second year student nurses in creative, critical thinking and deeper reflection on practice. Storyboarding is a process that was developed to encourage learners to use the creative right brain and the critical left brain to formulate ideas in front of a group and then to look at those ideas critically (Lottier, 1986). The session was evaluated using a questionnaire and group discussion to elicit perceived learning from students. The activity was to create the storyboards in small groups, then review the content generated by discussion with the whole group. Main themes identified by the students included breaking bad news, dealing with cardiac arrest situation, coping with families following bereavement and the dying patient. Evaluation of the teaching session suggested that students found storyboarding helped to identify cultural aspects and feelings related to the dying patient. Students valued sharing with each other and the opportunity to have their experiences heard. It was noted that although this method provided as valuable learning experience for the student it is staff and time intensive and attention is required to establish a climate of trust and safety. The risk of exposing unexpected emotions within individual students appears no greater than with other approaches to teaching about loss, death and dying.

The impact of death and dying on nursing students: an explanatory model

“…Lillyman et al . () found that breaking bad news, interacting with the dying patient and his/her family and the impact of seeing the patient deteriorate rapidly were all examples of emerging themes linked to negative experiences among NS. Another factor to consider is that the impact of death on NS may be heightened by the fact that many of them are in the final stages of adolescence, with its associated emotional burden (Jenkinson ).…”

“…Another reported cause of anxiety among NS is having to provide postmortem care, especially as regards seeing and handling the body (Cooper & Barnett 2005, Parry 2011, tasks for which they lack preparation (Terry & Carroll 2008). Lillyman et al (2011) found that breaking bad news, interacting with the dying patient and his/her family and the impact of seeing the patient deteriorate rapidly were all examples of emerging themes linked to negative experiences among NS. Another factor to consider is that the impact of death on NS may be heightened by the fact that many of them are in the final stages of adolescence, with its associated emotional burden (Jenkinson 1997).…”

Penilaian Proyek Berpendekatan Visual, Auditori, Dan Kinesthetik Dengan Produk Storyboard Dan Penerapannya Pada Siswa Sma

“…Keaktifan siswa auditori juga disebabkan oleh pembelajaran yang menarik bagi dirinya dengan adanya tugas pembuatan laporan yang diselesaikan secara berkelompok, sehingga memungkinkan dirinya untuk bertukar pikiran mengenai proyek yang telah dilakukan. Leopold (2012) (Lillyman et al, 2011).…”

Developing an Educational Intervention to Help Students Process Their Experiences in End of Life Care

“…1 (pg 14) The general population may not experience or deal with death until they reach middle age. 3 A number of student nurses therefore may have limited experience in dealing with the emotional death and grief.…”

“…3 A number of student nurses therefore may have limited experience in dealing with the emotional death and grief.…”