Video Storytelling in the Classroom: The Role of Narrative Transportation

Abstract

Background: Storytelling in nursing pedagogy is widely used and generally thought to be effective, but the mechanisms by which it is effective are unclear. This project explored whether watching a professional film affected students' knowledge, beliefs, or attitudes, and whether the extent of any change varied with the amount of narrative transportation (cognitive and emotional engagement in story) experienced. Method: Eighty-eight students watched the film Wit , took a knowledge pretest and posttest, and completed an instrument to measure narrative transportation. Analysis included t test, correlation, and regression. Results: Increases in pretest–posttest scores were significant, and a statistically significant, moderate, positive correlation between students' scores for narrative transportation and the amount of change in test scores. Narrative transportation explained significant variance in posttest scores and score change. Conclusion: Narrative transportation seems to enhance learning and might be a mechanism by which learning occurs. [ J Nurs Educ . 2020;59(8):470–474.]

Storytelling: Manifesting Integral Interconnectedness in Holistic Nursing Education

“…Effects of narrative transportation, including empathy, have been shown to be mediated by emotional response and occur with texts that are narrative, not rhetorical (Mazzocco et al, 2010). Holistic nursing research on the relationship of narrative transportation to the acquisition of knowledge demonstrates that students who experience more narrative transportation learn more (Moore & Miller, 2020). Research on the narrative transportation-mediated effect of fictional narrative suggests that it induces long-lasting changes in both cognitive and emotional variables because the information found in the story is strong and stable while specific memories of the source itself tend to be forgotten over time (Appel & Richter, 2007).…”

Evaluation of Medical Ethics Education Based on a Film Wit: A Quantitative Content Analysis

“…The film called "Wit", deals with a number of issues to be faced in a hospital, such as physician-patient, researcher-volunteer, nurse-patient and fellow-professor relationships, in addition to the fundamental subjects such as ethical issues on end-of-life and research in biomedicine (10). There are many studies in which this film is used in the education of healthcare students and professionals (11)(12)(13). In their second year, we have students watch the film, mainly in the context of roles related to the physician, to gain sensitivity to ethical issues in the context of what they see, hear and think.…”

A conceptual framework for transformative gamification services

“…More specifically, with regards to health-related behaviours, individuals who are transported into a story and identify with a character who performs certain health-related behaviours will be more likely to perform similar behaviours because of raised levels of self-efficacy (Carpenter and Green, 2012). Likewise, transportive health-related stories can increase self-efficacy and ultimately influence individuals' behaviours, if they are in the form of personal stories and engage the reader in a process of reflection through illustrating different consequences of different performances (Moore and Miller, 2020;Woudstra and Suurmond, 2019). As explained in Section 2, these kinds of stories are exactly those that are believed to be the key to transformative gamification.…”