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Reyhan FA, Dağlı E. Investigation of midwifery students' opinions on the digital storytelling method in midwifery education and assessment of their digital stories. NURSE EDUCATION TODAY 2024; 140:106262. [PMID: 38838398 DOI: 10.1016/j.nedt.2024.106262] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2023] [Revised: 05/10/2024] [Accepted: 05/20/2024] [Indexed: 06/07/2024]
Abstract
BACKGROUND In today's digitalized world the use of innovative technologies in education systems is very important. In midwifery education, where learning by researching, applying, and experiencing is important, research on the effects of digital storytelling, which involves the use of innovative technology, is limited. AIM The aim of this study was to investigate midwifery students' views on the digital storytelling method in midwifery education and to assess the digital stories they produced. DESIGN This is a qualitative descriptive study. PARTICIPANTS The research was conducted with senior students of the midwifery department of a state university. A total of 26 students participated in in-depth, semi-structured interviews. METHODS Interview data were evaluated using content analysis and the Digital Storytelling Evaluation Scale was used to evaluate the digital stories produced by the students. FINDINGS Students' opinions about the digital storytelling method in midwifery education reflected three main themes: "benefits of the digital storytelling method," "difficulties in preparing digital stories," and "the place of digital storytelling technique in midwifery education." At commencement, students did not think that the digital storytelling method would have an effect, but they found this method quite effective. The digital stories prepared by the students were evaluated by the researchers between 28 and 36 points and it was determined that the content of the digital stories was sufficient. CONCLUSION Students reported that the digital storytelling method was very effective, encouraged creativity and supported learning through fun activities. However, they also stated that this method was time-consuming and they had difficulties. It is recommended that the use of this innovative teaching method in midwifery education should be expanded and its effect should be evaluated.
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Affiliation(s)
- Feyza Aktaş Reyhan
- Kütahya University of Health Sciences, Faculty of Health Sciences, Midwifery Department, Kütahya, Turkey
| | - Elif Dağlı
- Çukurova University, Abdi Sütcü Vocational School of Health Services, Department of Health Care Services, Adana, Turkey.
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Cardiff S, Van Der Zijpp T, van den Nieuwenhoff H, Nieboer M. Collaborating for co-researching: A multi-stakeholder case narrative of student nurses co-researching technology-supported care. Nurse Educ Pract 2024; 80:104097. [PMID: 39191201 DOI: 10.1016/j.nepr.2024.104097] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2024] [Revised: 07/22/2024] [Accepted: 08/12/2024] [Indexed: 08/29/2024]
Abstract
AIM Evaluate the impact of LS@H project participation on stakeholders. BACKGROUND As populations age and workforces decline, care technology in nursing is becoming increasingly commonplace. Collaboration between nurse academia, education and practice can result in practice-based research and meaningful learning for nursing students and staff. However, little is known about the factors influencing effective collaboration. Based on the knowledge that narratives can be an effective vehicle for healthcare practice change, a Dutch school of nursing and its practice partners collaborated on the Living Longer and Safe at Home! (LS@H) project. This project aimed to explore a more person-centred approach to the use of technology in nursing care. Having gathered data from multiple sources to construct case narratives on the use of technology in older persons care, students nurses were able to contribute to practice development as their narratives were fed back to local and regional teams. DESIGN To evaluate the impact of the LS@H project, we employed the same methodology used in the project: mixed data gathering methods to construct a case narrative. LS@H project students, supervisors, mentors and higher management shared their experiences and the research team constructed the case narrative. METHODS Qualitative data were gathered via individual, duo and group interviews and supplemented with a survey among students. Transcription and thematic analysis followed, with multiple rounds of critical peer review before the thematic framework was agreed, survey results integrated and the case narrative constructed. RESULTS According to stakeholder participants, the LS@H project led to an unfreezing of the status quo in both education and practice. The approach was new and guidelines with community support was needed to allay fears. The project design enabled a sense of shared ownership, across individuals and organisations for improving practice. Perspectives on the use of technology and older persons nursing were transformed. Critically dialoguing case narratives encouraged purposeful action to improve practice and fostered reflective practice among students and teams. CONCLUSIONS Collaborative practice-based research can be a valuable learning experience for student nurses, positively influencing their view of nursing practice as well as enabling them to actively contribute to practice development. Adequate preparation, supervision and practice mentorship is vital, alongside practice (leader) commitment to ensure continued student assignments with subsequent critical dialogue of the multi-stakeholder case narratives produced. REGISTRATION NUMBER At point of submission put this on title page.
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Affiliation(s)
- Shaun Cardiff
- Fontys University of Applied Sciences, School of People and Health Studies, Rachelsmolen 1, Eindhoven 5612 MA, The Netherlands.
| | - Teatske Van Der Zijpp
- Fontys University of Applied Sciences, School of People and Health Studies, Rachelsmolen 1, Eindhoven 5612 MA, The Netherlands.
| | - Hélène van den Nieuwenhoff
- Fontys University of Applied Sciences, School of People and Health Studies, Rachelsmolen 1, Eindhoven 5612 MA, The Netherlands.
| | - Marianne Nieboer
- Fontys University of Applied Sciences, School of People and Health Studies, Rachelsmolen 1, Eindhoven 5612 MA, The Netherlands.
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Spijkerman S, Manning DM, Green-Thompson LP. A Cognitive Load Theory Perspective of the Undergraduate Anesthesia Curricula in South Africa. Anesth Analg 2024:00000539-990000000-00875. [PMID: 39046910 DOI: 10.1213/ane.0000000000007033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/27/2024]
Abstract
BACKGROUND Safe anesthesia is indispensable to achieve global safe surgery and equitable health care access. The disease burden and lack of specialists in South Africa (SA) require junior, nonspecialist doctors to be fit-for-purpose from day 1 when they provide anesthetic services in peripheral hospitals with limited supervision. Graduating students report low self-perceived preparedness for administering anesthesia, but it is not known how their curricular experiences influence their learning. Cognitive load theory defines intrinsic, extraneous, and germane cognitive loads (subtypes). Intrinsic load relates to learning tasks, extraneous load to distractions, and germane load to students' learning processes. This study used a cognitive load theory lens to explore SA students' experiences of their undergraduate anesthesia training. METHODS In a constructivist cross-sectional descriptive study, we explored the qualitative factors that influenced students' curricular experience of undergraduate anesthesia training in SA. Two investigators analyzed the data independently in an initial coding round. An emerging theme of lack of time to achieve the expected outcomes, prompted the use of cognitive load theory as a conceptual framework for further analysis by the 3 authors. The subsequent analysis informed the development and refinement of a final cognitive load theory framework for anesthesia training, the COLOAD (COgnitive LOad in Anesthesia eDucation) framework. RESULTS Data were collected between November 2017 and February 2019. The 1336 respondents (79% participation) reported a variety of determinants of learning pertaining to all 3 cognitive load subtypes. Participants were novices in an inherently complex environment and experienced a high cognitive load during anesthesia training. The number-, complexity-, and interactivity of tasks influenced intrinsic load, while extraneous load was affected by ineffective instructional methods, external- and internal distractors. Program design, metacognition, and learner motivation impacted germane load. CONCLUSIONS Cognitive load theory provided a useful theoretical basis for understanding students' curricular experiences. The COLOAD framework suggests a microlevel interrelatedness of the constituting elements of the 3 cognitive load subtypes. This has implications for curriculum design, pedagogy, and student support. Learning outcomes development and curriculum mapping are important to ensure a lean curriculum, but measures to enhance germane cognitive load might be equally important to achieve competence. Attention to the hidden curriculum and active promotion of reflective practice might reduce cognitive load in complex learning environments such as anesthesia training.
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Affiliation(s)
- Sandra Spijkerman
- From the Department of Anaesthesiology, University of Pretoria, Pretoria, South Africa
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Miller R, Ehrenberg N, Jackson C, Stein V, Van der Vlegel‐Brouwer W, Wojtak A. Just a story? Leadership, lived experience and integrated care. Health Expect 2024; 27:e14084. [PMID: 38773931 PMCID: PMC11109525 DOI: 10.1111/hex.14084] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2023] [Revised: 05/06/2024] [Accepted: 05/09/2024] [Indexed: 05/24/2024] Open
Abstract
BACKGROUND Integrated care is based around values of involvement and shared decision-making, but these are not often reflected within planning and implementation. Barriers include continued emphasis on professional and managerial perspectives, skills gaps on how best to engage people and communities and insufficient investment in involvement infrastructure. Despite such challenges, people with lived experience have still led changes in policy and services. DESIGN Qualitative study involving 25 participants with lived experience from 12 countries. Participants shared their background stories and engaged in semistructured interviews relating to leadership identity, experience of influencing and personal learning. Transcripts were analysed through a framework approach informed by narrative principles. RESULTS Participants were motivated by their own experiences and a wish to improve care for future individuals and communities. Sharing their story was often the entry point for such influencing. Participants gained skills and confidence in story telling despite a lack of support and development. Many felt comfortable being described as a leader while others rejected this identity and preferred a different title. No common alternative term to leader was identified. Influencing services required considerable personal cost but also led to new networks, skills development and satisfaction when change was achieved. DISCUSSION Leadership within integrated care is often awarded to those with structural power related to management or clinical seniority. People with lived experience are though uniquely placed to identify what needs to change and can develop inspiring visions based around their personal stories. Claiming identity as leader can be challenging due to traditional notions of who is eligible to lead and unwillingness by professionals and managers to grant such identity. CONCLUSIONS People with lived experience should be recognised as leaders of integrated care and have access to developmental opportunities and practical support to strengthen their skills, including that of storytelling. PATIENT AND PUBLIC CONTRIBUTION: The research was instigated on the request of a community advisory board of people with lived experience who shaped its design, contributed to the analysis and informed the conclusions and implications.
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Affiliation(s)
- Robin Miller
- School of Social PolicyUniversity of BirminghamBirminghamUK
| | | | | | - Viktoria Stein
- Department for Public Health & Primary CareLeiden University Health CampusThe HagueNetherlands
| | | | - Anne Wojtak
- Dalla Lana School of Public HealthUniversity of TorontoTorontoCanada
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Matiz A, Fabbro F, Crescentini C. Mindfulness Through Storytelling for Mental Health of Primary School Children: Impact on Acceptability and Its Associations with Personality. Psychol Res Behav Manag 2024; 17:1757-1774. [PMID: 38686324 PMCID: PMC11057635 DOI: 10.2147/prbm.s441494] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2023] [Accepted: 02/21/2024] [Indexed: 05/02/2024] Open
Abstract
Purpose Acceptability of mindfulness-based programs (MBPs) in primary school settings seems to represent a critical factor influencing the intervention effects on children's mental health. This study aims at assessing the acceptability of an MBP delivered through the technique of storytelling, as well as identifying which participants' personality characteristics can influence it. Participants and Methods Italian children in grades 3-to-5 (n = 147, 47.6% girls) participated in a 24-session MBP, which included 225 minutes of formal mindfulness practices and was delivered by the pupils' school teachers. Children's personality traits were assessed with the junior Temperament and Character Inventory (jTCI), while their subjective experiences and acceptability of the program were investigated using a survey containing open-ended and closed-ended questions. Results Program acceptability was 2.9 ± 0.7 on a 0-4 scale. Higher jTCI scores of persistence, cooperativeness, and self-transcendence were related to higher ratings in liking the program, finding it useful and engaging themselves in it. Moreover, 57.8% of the children generalized the mindfulness practices in daily life and 93.9% of them declared they would recommend the program to their friends/parents. Five main themes emerged from children's answers on what they learned: "help for difficulties (emotional, mental, and physical)", "calm, relax, tranquility", "resilience, positiveness, personal growth", "self-exploration, interoception", and "attention, concentration, and here-and-now". Conclusion Program acceptability was generally higher than in similar programs in the literature, and children reported personal gains in various areas related to psychological well-being. The study also suggests which children's personality traits should be considered when proposing an MBP in order to improve its acceptability and utility.
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Affiliation(s)
- Alessio Matiz
- Department of Languages and Literatures, Communication, Education and Society, University of Udine, Udine, Italy
- Department of Psychology, Sapienza University of Rome, Rome, Italy
| | - Franco Fabbro
- Institute of Mechanical Intelligence, School of Advanced Studies Sant’Anna, Pisa, Italy
| | - Cristiano Crescentini
- Department of Languages and Literatures, Communication, Education and Society, University of Udine, Udine, Italy
- Institute of Mechanical Intelligence, School of Advanced Studies Sant’Anna, Pisa, Italy
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Kanagasabai P, Ormandy J, Filoche S, Henry C, Te Whaiti S, Willink R, Gladman T, Grainger R. Can storytelling of women's lived experience enhance empathy in medical students? A pilot intervention study. MEDICAL TEACHER 2024; 46:219-224. [PMID: 37542361 DOI: 10.1080/0142159x.2023.2243023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/06/2023]
Abstract
PURPOSE This pilot study aimed to investigate the acceptability and efficacy of a patient storytelling intervention (live and recorded) on empathy levels of medical students. MATERIALS AND METHODS Medical students participated in a storytelling intervention that had three components: listening to live or recorded stories from women with abnormal uterine bleeding, reflective writing, and a debriefing session. Empathy scores of students pre- and post-intervention were measured using the Jefferson Scale of Empathy-student version (JSE-S). Students also completed a feedback survey. Descriptive and inferential statistics were used to analyse quantitative data and content analysis was used for text comments. RESULTS Both live and recorded storytelling interventions had positive effects on student's empathy scores post intervention. Overall, students were satisfied with the intervention and reported that it improved their understanding of life experiences of women. Suggestions were made for an in-person storytelling session and interactive discussion after listening to each story. CONCLUSION A storytelling intervention has the potential to improve medical students' empathy and understanding of lived experience of women with health conditions. This could be valuable when student-patient interactions are limited in healthcare settings, or to enable stories of small numbers of patient volunteers to reach students.
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Affiliation(s)
| | - Judy Ormandy
- University of Otago, Wellington, New Zealand
- Te Whatu Ora Health New Zealand Capital, Coast and Hutt Valley, Wellington, New Zealand
| | | | | | - Sarah Te Whaiti
- University of Otago, Wellington, New Zealand
- Te Whatu Ora Health New Zealand Capital, Coast and Hutt Valley, Wellington, New Zealand
| | - Robin Willink
- Biostatistics group, University of Otago, Wellington, New Zealand
| | - Tehmina Gladman
- Education unit, University of Otago, Wellington, New Zealand
| | - Rebecca Grainger
- Te Whatu Ora Health New Zealand Capital, Coast and Hutt Valley, Wellington, New Zealand
- Department of Medicine, University of Otago, Wellington, New Zealand
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Lasheen NN, Fawzy MM, Ibrahim MB. The use of instructional videos to compensate for flexible physiology learning during the pandemic of COVID 19. BMC MEDICAL EDUCATION 2024; 24:46. [PMID: 38200459 PMCID: PMC10777516 DOI: 10.1186/s12909-023-04924-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/22/2023] [Accepted: 12/01/2023] [Indexed: 01/12/2024]
Abstract
BACKGROUND This study aimed at using instructional videos in physiology created by students to improve the process of learning Physiology especially during the COVID-19 Pandemic which enforced the lectures to be online. Additionally, it allowed students to visualize and understand clinical scenarios and the physiological reasons behind them while assessing how much they stand to gain from the experience. METHODS This study is a project to implement FAIMER, ASU MENA-FRI Institute, Cairo, Egypt. In a foundation course for first-year medical students, the instructor utilized a variety of instructional methods including lecture, small group discussion, individual assignments, and reflection. Students were randomly allocated into 18 groups, then a topic in their physiology curriculum was chosen and they formulated a related case scenario, thereafter a video was made by themselves. This intervention was rewarded by activity mark in their course. Post-project questionnaire was used, and an external reviewer evaluated the videos presented by students. This study obtained IRB approval from the Faculty of Medicine, Ain Shams Medical Ethics committee. RESULTS the project helped students to improve their skills in problem-solving, teamwork, active learning, communication, planning, and time management. In addition, it also increased their confidence in their abilities to learn, face unexpected challenges, and achieve goals, while considering new life opportunities, those which became an option when the students searched by themselves and learned more about the different angles of medicine. CONCLUSION Compared to the traditional lecture format that focuses on memorizing definitions and theoretical structures, instructional videos can be regarded as an innovative teaching tool and a unique medical education method that allowed students to participate more in the learning process even if their lectures were online. This article proposes an active learning method in undergraduate medical education which compensate for limited face-to-face attended during the pandemic.
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Affiliation(s)
- Noha N Lasheen
- Associate Professor of Medical Physiology, Faculty of Medicine, Galala University, Suez, Egypt.
- Associate Professor of Medical Physiology, Faculty of Medicine, Ain Shams University, Cairo, Egypt.
| | - Maram M Fawzy
- Undergraduate Students, Medicine and Surgery Program, Field of Medicine, Galala University, Suez, Egypt
| | - Mostafa B Ibrahim
- Undergraduate Students, Medicine and Surgery Program, Field of Medicine, Galala University, Suez, Egypt
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Roberts A. A Two-Phase Qualitative Enquiry Into Storytelling's Potential to Support Palliative Care Patient-Led Change, Using a Systematic Review Approach. OMEGA-JOURNAL OF DEATH AND DYING 2024:302228231223270. [PMID: 38194348 DOI: 10.1177/00302228231223270] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2024]
Abstract
A terminal diagnosis can diminish an individual's sense of agency and identity. Leading change appears to restore a sense of agential self. The first phase of this literature review explores factors influencing patient-led change across the palliative care ecosystem. The second phase illuminates how storytelling can support palliative care patients in leading ecosystem-wide change. 35 studies were identified in Phase 1 and 36 in Phase 2. This research highlights the need to situate patient leadership activity within a palliative care ecosystem to understand factors likely to support or hinder patient leadership activity within it. The evidence indicates the potential use of storytelling to support patients with a life-limiting illness to lead change across the palliative care ecosystem. This challenges current conceptualisations of such patients and offers them instead as an additional source of palliative care support.
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Affiliation(s)
- Amanda Roberts
- Department of Education, University of Hertfordshire Schools of Law and Education, Hatfield, UK
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Atiah N, Dahlseide P, Sharmin N, Ganatra S, Perez A. Dental students' perceptions of instructor storytelling for clinical learning: A qualitative description study. J Dent Educ 2024; 88:92-99. [PMID: 37867282 DOI: 10.1002/jdd.13396] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2023] [Revised: 09/22/2023] [Accepted: 10/03/2023] [Indexed: 10/24/2023]
Abstract
OBJECTIVE Storytelling has been infrequently used in dental education to link clinical knowledge and practice. Our study aimed to explore dental students' views of instructor storytelling with an emphasis on clinical reasoning within a case-based oral pathology seminar. METHODS Qualitative description guided the study design. Participants were third- and fourth-year undergraduate dental students who participated in the seminar. Data were collected through semi-structured, one-on-one interviews. Data analysis was approached using inductive, manifest thematic analysis. Verification strategies were employed to ensure methodological rigor throughout the analysis. RESULTS In total, 21 students participated in the study ranging in age from 22 to 29 years. Three interrelated themes were identified, which were related to storytelling authenticity, benefits, and recommendations for improvement. Specifically, students reported that instructor stories effectively conveyed genuine cases and clinical reasoning; were beneficial in terms of engagement, awareness, knowledge acquisition, and skill development; and needed to be educationally and clinically relevant to bridge the knowledge-practice gap. CONCLUSIONS Instructor storytelling was regarded by dental students as both positive and beneficial. Research is needed to further demonstrate the effectiveness of instructor storytelling in fostering clinical learning and reasoning using indirect and direct outcome measures.
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Affiliation(s)
- Nafisa Atiah
- School of Dentistry, Faculty of Medicine and Dentistry, University of Alberta, Canada
| | - Paulette Dahlseide
- School of Dentistry, Faculty of Medicine and Dentistry, University of Alberta, Canada
| | - Nazlee Sharmin
- School of Dentistry, Faculty of Medicine and Dentistry, University of Alberta, Canada
| | - Seema Ganatra
- School of Dentistry, Faculty of Medicine and Dentistry, University of Alberta, Canada
| | - Arnaldo Perez
- School of Dentistry, Faculty of Medicine and Dentistry, University of Alberta, Canada
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Lowe A, Callis A, DiGirolamo A, Girard AW, Boakye A, Ogutu E, Omosa E, Okeyo F, Odollo L, Samburu B, Arimi C, Kamudoni P, Gonzalez W, Codjia P, Kiige L. Evidence-based complementary feeding recipe book for Kenyan caregivers: A novel approach. MATERNAL & CHILD NUTRITION 2024; 20 Suppl 3:e13475. [PMID: 37789710 PMCID: PMC10782138 DOI: 10.1111/mcn.13475] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/13/2022] [Revised: 11/28/2022] [Accepted: 01/05/2023] [Indexed: 10/05/2023]
Abstract
The Kenyan Ministry of Health (MOH) and a consortium of nutritionists, researchers and communication, and design specialists developed a novel approach to create an evidence-based recipe book promoting complementary feeding (CF) in Kenya. The ADAPT approach includes five steps: applied research (A), dialogue with stakeholders (D), adapted behaviour change communication (BCC) theories (A), purpose-driven visual communication (P), and tailoring to priority audiences (T). Through this approach, the recipe book addresses key knowledge gaps using behaviour change theories and visual communication best practice to increase accessibility, acceptability, retention and motivation for behaviour change. The book addresses barriers to CF identified through formative applied research. Dialogue with stakeholders helped ensure cultural appropriateness and the book's alignment with MOH recommendations and key messages. The book uses behaviour change theories to approach the reader in a respectful way that motivates behaviour change. The use of consistent, purpose-driven visuals helps ensure key messages are easily understood and accessible to all caregivers regardless of literacy level. The book's tone and content are tailored to its audiences' attributes, needs and preferences. This five-step process inspired the development of ADAPT, a novel approach that integrates behaviour change and visual communication for greater impact. This paper outlines how the consortium used the ADAPT approach to develop an evidence-based book that thoughtfully and holistically addresses a wide range of barriers, provides practical solutions and increases self-efficacy around CF. It offers a blueprint for public health practitioners from any field who are interested in using visual behaviour change communication to promote healthy behaviour.
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Affiliation(s)
- Alyssa Lowe
- Georgia Health Policy CenterGeorgia State UniversityAtlantaGeorgiaUSA
| | | | - Ann DiGirolamo
- Georgia Health Policy CenterGeorgia State UniversityAtlantaGeorgiaUSA
| | - Amy W. Girard
- Hubert Department of Global Health, Rollins School of Public HealthEmory UniversityAtlantaGeorgiaUSA
| | - Amma Boakye
- Georgia Health Policy CenterGeorgia State UniversityAtlantaGeorgiaUSA
| | - Emily Ogutu
- Hubert Department of Global Health, Rollins School of Public HealthEmory UniversityAtlantaGeorgiaUSA
| | - Esther Omosa
- International Livestock Research InstituteNairobiKenya
| | - Frida Okeyo
- Department of Community Health and Development, School of Public HealthGreat Lakes University of KisumuNairobiKenya
| | - Lawrence Odollo
- Department of Community Health and Development, School of Public HealthGreat Lakes University of KisumuNairobiKenya
| | - Betty Samburu
- United Nations Children's Fund Kenya Country OfficeNairobiKenya
| | | | | | | | - Patrick Codjia
- United Nations Children's Fund Kenya Country OfficeNairobiKenya
| | - Laura Kiige
- United Nations Children's Fund Kenya Country OfficeNairobiKenya
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Andina-Díaz E, Siles-González J, Gutiérrez-García AI, Solano-Ruiz MC. Perception of care from the perspective of nursing students: A study using photovoice, storytelling and poetry. Nurse Educ Pract 2023; 72:103791. [PMID: 37774427 DOI: 10.1016/j.nepr.2023.103791] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2023] [Revised: 09/01/2023] [Accepted: 09/23/2023] [Indexed: 10/01/2023]
Abstract
BACKGROUND The Higher Education in Nursing requires providing students with skills such as critical and reflective thinking about the actions to be carried out so that they are capable of providing humanised and quality care in an increasingly complex and technified society. Participatory teaching methodologies promote the development of these skills. OBJECTIVES to explore the potential of photovoice, storytelling and poetry as instruments capable of encouraging reflection. To identify through images (photovoice) and poetic narratives (storytelling and poetry) the perception that students of the nursing degree express about nursing care. DESIGN qualitative study in the framework of the socio-critical paradigm, using photovoice, storytelling and poetry in the field of care. PARTICIPANTS first-year undergraduate nursing students at two Spanish universities in the academic year 2021-2022. METHODOLOGY 48 images were shown and students were asked to select one, write a narrative and generate a short poem connected to the image. Subsequently, a content analysis was conducted of those poems evoked by the five photographs most chosen by the students. The analysis was supported by qualitative data analysis software. A total of 67 contributions from 67 students were analysed. RESULTS the concepts addressed in the poems and the compositions generated reveal how critical humanist thinking and reflection on the subject of care developed. The topics identified were care, accompaniment throughout the life cycle, working on the basis of values and caring for small details as subcategories of nursing care. CONCLUSION The combination of different tools in university education has encouraged reflection and enabled students to identify for themselves the importance of humanised care. Working on the theoretical foundation in an active way can reduce the gap between theory and practice and foster the empowerment of the nursing identity.
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Affiliation(s)
- Elena Andina-Díaz
- Department of Nursing and Physiotherapy, University of León, Vegazana Campus, 24170 Leon, Spain; SALBIS Research Group, University of León, Spain; EYCC Research Group, University of Alicante, Spain
| | - José Siles-González
- EYCC Research Group, University of Alicante, Spain; Department of Nursing, University of Alicante, Carretera San Vicente del Raspeig, s/n, 03690 San Vicente del Raspeig, Spain
| | - Ana Isabel Gutiérrez-García
- EYCC Research Group, University of Alicante, Spain; Department of Nursing, University of Alicante, Carretera San Vicente del Raspeig, s/n, 03690 San Vicente del Raspeig, Spain.
| | - MCarmen Solano-Ruiz
- EYCC Research Group, University of Alicante, Spain; Department of Nursing, University of Alicante, Carretera San Vicente del Raspeig, s/n, 03690 San Vicente del Raspeig, Spain
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Dutta T, Keith C. Evolution of storytelling pedagogy in global health course at a U.S. Native American-Serving Nontribal Institution from Fall 2019 to Spring 2023. Front Public Health 2023; 11:1165241. [PMID: 37869193 PMCID: PMC10586199 DOI: 10.3389/fpubh.2023.1165241] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2023] [Accepted: 09/04/2023] [Indexed: 10/24/2023] Open
Abstract
Background and purpose Responding to COVID-19-induced disruptions to traditional teaching methodologies, and considering the relevance of narratives among indigenous populations, "storytelling as pedagogy" was developed and implemented in the undergraduate Global Health course in a Native American-Serving Nontribal Institution (NASNTI) in Colorado. Methods We describe the evolving pedagogic adjustments and storytelling strategies incorporated into the global health course from Fall 2019 to Spring 2023. This entailed before the COVID-19 in-person format, online digital storytelling during the pandemic emergency, the HyFlex and hybrid classes with the emergence of "new normals," and finally the gradual move to in-person classes. The story arc in the course included the following: (1) Course learning outcomes revisited and the course syllabus language framed based on the native philosophies of empowerment education and experiential learning, (2) students' inputs sought to incorporate socioculturally responsive topics in the course syllabus (e.g., dental health disparities among indigenous populations), (3) strategic and non-threatening shifts such as "no textbooks" and "no finals" introduced, (4) global health thought partners invited by the course instructor and coached to use story-based teaching methods, (5) use of first-person trauma-informed storytelling methods to teach specific global health topics, and (6) students undertook gratitude journaling, a scaffolding exercise of writing letters on global health topics to global health thought partners. Results Storytelling as pedagogy was most effective in the in-person format, while digital storytelling during the COVID-19-induced online classes was extremely challenging considering the stark digital divide in the Navajo Nation. First-person, trauma-informed storytelling is a helpful approach to discuss insider-outsider perspectives and can potentially establish sustainable trustworthy relationships among the students, instructor, and global health thought leaders. Gratitude journaling and photovoice can be tweaked as powerful storytelling methods to build students' interaction-based critical thinking, intercultural humility, and professional networking. Conclusion Mapping storytelling pedagogies' best practices can be useful in developing a granulated understanding of this strategy and utilizing them across diverse disciplines in higher education. Faculty capacity building is recommended to enable the former to conceptualize culturally responsive storytelling pedagogies and create assessment plans to assess students' learning outcomes through the utilization of this method.
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Brunner C, Schlüer AB, Znoj H, Schwieger-Briel A, Luchsinger I, Weibel L, Theiler M. Video-Based Education with Storytelling Reduces Parents' Fear of Topical Corticosteroid Use in Children with Atopic Dermatitis: A Randomized Controlled Trial (The EduDerm Study Part II). Adv Skin Wound Care 2023; 36:414-419. [PMID: 37471446 DOI: 10.1097/asw.0000000000000002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/22/2023]
Abstract
OBJECTIVE To investigate the efficacy of educational videos using storytelling to reduce parents' fear of topical corticosteroid (TCS) use in children affected by atopic dermatitis (AD). METHODS Children aged 0 to 5 years who had AD were included. The primary outcome measures were parental fear of TCSs, as determined by Topical Corticosteroid Phobia score, and quality of life according to the Family Dermatology Life Quality Index. Disease severity, assessed by the Scoring Atopic Dermatitis tool, served as a secondary outcome measure. Assessments were performed at baseline (T1), 1 to 4 weeks later (T2), and at 3-month follow-up (T3). The intervention group was exposed to the videos between baseline and T2. RESULTS Forty patients were recruited: 21 in the intervention group and 19 in the control group. A statistically significant decrease in parental TCS fear was found in the intervention group at T2 after video education as compared with the control group (P < .0001); this was maintained at T3 (P = .001). The groups did not significantly differ in FDLQI or SCORAD scores at any point. CONCLUSIONS These findings suggest that video education based on the method of storytelling is effective in reducing TCS fear. Although the education did not impact disease severity or quality of life, effectively reducing TCS fear remains an important aspect for AD management.
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Affiliation(s)
- Corinne Brunner
- Corinne Brunner, MScN, RN, is Advanced Practice Nurse, Pediatric Skin Center, University Children's Hospital of Zurich, Switzerland, and PhD Student, Graduate School for Health Sciences, University of Bern. Anna-Barbara Schlüer, PhD, MScN, RN, is Scientific Researcher, Department of Health Sciences, ZHAW Zurich University of Applied Sciences, Winterthur. Hansjoerg Znoj, PhD, is Emeritus Professor, Department of Health Psychology and Behavioural Medicine, Institute of Psychology, University of Bern. Also at University Children's Hospital of Zurich, Pediatric Skin Center, Agnes Schwieger-Briel, MD, and Isabelle Luchsinger, MD, are Consultants for Pediatric Dermatology; Lisa Weibel, MD, is Head of the Department of Pediatric Dermatology; and Martin Theiler, MD, is Consultant for Pediatric Dermatology. Acknowledgments: The authors thank all of the patients and parents who participated in this study. They are grateful to Samuel Roselip and Doris Kunz for support in data collection and Marianne Müller for statistical support. Lisa Weibel, MD, received honoraria from Pfizer, Sanofi, Eli Lilly, and Novartis for consultancy services. Martin Theiler, MD, received honoraria from Pfizer and Eli Lilly for investigator services, and from Sanofi-Aventis and Pfizer for participation in advisory boards and consultancy. The EduDerm study was supported by the Nursing Science Foundation Switzerland (ID 2242-2019) and the Children's Research Center, University Children's Hospital Zurich, Switzerland. The authors have disclosed no other financial relationships related to this article. Submitted April 13, 2022; accepted in revised form October 20, 2022. Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal's website ( www.ASWCjournal.com )
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Arya S, Xiang T, Tang GH, Pavenski K. Including the patient in patient blood management: Development and assessment of an educational animation tool. Transfusion 2023; 63:1488-1494. [PMID: 37317645 DOI: 10.1111/trf.17458] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2023] [Revised: 04/28/2023] [Accepted: 05/19/2023] [Indexed: 06/16/2023]
Abstract
BACKGROUND Patient blood management (PBM) programs are effective at reducing transfusion-associated mortality and morbidity; however, patient engagement within the realm of PBM remains relatively unstudied. Our objectives were to develop a novel educational tool utilizing animation to educate preoperative patients about anemia and to evaluate the effectiveness of this intervention. STUDY DESIGN AND METHODS We created a patient-facing animation for preoperative surgical patients. The animation addressed characters' health journeys from diagnosis to treatment, addressing the role of PBM. We utilized the concept of patient activation as a means to empower patients, and developed the animation to be as accessible as possible. Post-viewing, patients provided feedback utilizing an electronic survey. RESULTS A final version of the animation can be found here: https://vimeo.com/495857315. A total of 51 participants viewed our animation, the majority of whom were planned to undergo joint replacement or cardiac surgery. Almost all (94%, N = 4) agreed that taking an active role in their health was the most important factor in determining their ability to function. The video was felt to be easy to understand (96%, N = 49), and 92% (N = 47) agreed that they had a better understanding of anemia and its treatment. After watching the animation, patients felt more certain that they could follow through with their PBM plan (98%, N = 50). DISCUSSION To the best of our knowledge, there are no other PBM-specific patient education animations. Patients enjoyed learning about PBM though animation, and patient education may lead to better uptake of PBM interventions. We hope that other hospitals will be inspired to pursue this approach.
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Affiliation(s)
- Sumedha Arya
- Department of Medicine, Canadian Blood Services, Medical Affairs and Innovation, University of Toronto, Toronto, Ontario, Canada
| | - Tracy Xiang
- Biomedical Communications, Institute of Medical Sciences, University of Toronto, Toronto, Ontario, Canada
| | - Grace H Tang
- Hematology-Oncology Clinical Research Group, St. Michael's Hospital, University of Toronto, Toronto, Ontario, Canada
| | - Katerina Pavenski
- Department of Medicine and Laboratory Medicine, St. Michael's Hospital, Unity Health Toronto, Toronto, Ontario, Canada
- Department of Medicine and Laboratory Medicine, University of Toronto, Toronto, Ontario, Canada
- Department of Pathobiology, University of Toronto, Toronto, Ontario, Canada
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Carroll K. Insights and Power of Storytelling. Nurs Sci Q 2023; 36:237-239. [PMID: 37309151 DOI: 10.1177/08943184231169745] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
This practice column focuses on the insights and power of storytelling. Storytelling reflects a unique narrative that uncovers meaning in such a manner that new insights arise for the both the storyteller and beholder of a story. The importance of storytelling is illustrated with the light stories shine on meanings, value priorities, and choices. Accordingly, the honoring of storytelling within nursing's theoretical frameworks and practices transforms the individual nurse, informs the discipline, and provides service to persons, families, and communities.
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Affiliation(s)
- Karen Carroll
- Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, IL, USA
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Teti M, Benson J, Washington K, Rolbiecki A. "Each Day We Lose a Little More": Visual Depictions of Family Caregiving for Persons with Dementia. J Appl Gerontol 2023; 42:1642-1650. [PMID: 36855331 PMCID: PMC10278202 DOI: 10.1177/07334648231159090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/02/2023] Open
Abstract
More than 11 million Americans provide unpaid care for people with dementia (PWD) and need emotional, financial, and physical support. This study explored how participants in Caregiver Speaks, a social networking and image-based storytelling intervention designed to help caregivers make meaning of caregiving, described their caregiving experiences and needs. Strategies of thematic analysis were used to identify patterns in 28 different caregivers' images (N = 59) and text interactions on social media. Caregivers identified as white (71.4%), as women (92.9%), and as an adult child or child-in-law of the PWD (85.7%). Through images and text, caregivers explained interrelated changes in their behaviors (e.g., managing dual roles), thoughts (e.g., realizing severity of illness), and feelings (e.g., trapped) throughout the caregiving process. Findings reiterate that caregiving changes significantly over time, that visual storytelling helps to concretely capture those changes, and that interventions are needed to respond to caregivers' hardships across the caregiving time span.
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Ottosen M, Eloi H, Lyons M. Engaging patients as teachers in a baccaulaureate nursing reproductive health care course: A qualitative study. NURSE EDUCATION TODAY 2023; 128:105859. [PMID: 37348405 DOI: 10.1016/j.nedt.2023.105859] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 05/01/2023] [Accepted: 05/23/2023] [Indexed: 06/24/2023]
Abstract
BACKGROUND Teaching nursing students about the principles and practical application of person-centered care is an essential yet challenging component of nursing education. Integrating patients as teachers to share their personal stories of maternity care can elicit positive outcomes toward students achieving course objectives. OBJECTIVES To determine how the educational experience of having patients as teachers in the classroom could influence students' awareness of patients' perceptions of their maternity care, delivering person-centered care and the roles of nursing in their future practice. DESIGN Retrospective qualitative study of student reflections. SETTINGS Reproductive health course within a BSN program. PARTICIPANTS Ninety-nine second semester BSN student reflections. METHODS Two course faculty and a qualitative nurse researcher conducted a thematic content analysis of written student reflections. RESULTS Three primary themes emerged from the students' reflections of hearing patient and family advisors describe their maternity experiences: 1) awareness of the impact of nursing practice on patient and family well-being, 2) awareness of personal biases and emotions about difficulties in maternity care, and 3) appreciation to hear from patients directly as part of didactic coursework. CONCLUSIONS Including patients as teachers is an enhanced method to aid nursing students in understanding the humanistic and impactful roles of nursing in the clinical setting.
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Affiliation(s)
- Madelene Ottosen
- Department of Graduate Studies, Cizik School of Nursing, The University of Texas Health Science Center at Houston, 6901 Bertner Ave., Ste. 681, Houston, TX 77030, United States of America.
| | - Hildreth Eloi
- Department of Undergraduate Studies, Cizik School of Nursing, The University of Texas Health Science Center at Houston, 6901 Bertner Ave., Ste. 787, Houston, TX 77030, United States of America.
| | - Mandi Lyons
- Department of Undergraduate Studies, Cizik School of Nursing, The University of Texas Health Science Center at Houston, 6901 Bertner Ave., Ste. 764, Houston, TX 77030, United States of America.
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Moreira T, Martins J, Silva C, Berrocal de Luna E, Martins J, Moreira D, Rosário P. Building partnerships in education through a story-tool based intervention: Parental involvement experiences among families with Roma backgrounds. Front Psychol 2023; 14:1012568. [PMID: 36968727 PMCID: PMC10033949 DOI: 10.3389/fpsyg.2023.1012568] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2022] [Accepted: 02/13/2023] [Indexed: 03/12/2023] Open
Abstract
IntroductionSchool educators are likely to explain the poor educational trajectories of students with Roma backgrounds related to the lack of parental support and interest in children’s education. Aiming to understand further the patterns of Roma group’s parental involvement in children’s school life and their engagement experiences in school-related activities, the current research set an intervention supported by a culturally sensitive story-tool.MethodGrounded in the intervention-based research framework, 12 participants (i.e., mothers) from different Portuguese Roma groups participated in this study. Data was collected through interviews conducted pre-and postintervention. Eight weekly sessions were delivered in the school context, using a story-tool and hands- on activities to generate culturally significant meanings regarding attitudes, beliefs, and values toward children’s educational trajectories.ResultsThrough the lens of acculturation theory, data analysis provided important findings under two overarching topics: patterns of parental involvement in children’s school life and participants’ engagement in the intervention program.DiscussionData show the distinct ways Roma parents participate in children’s education and the relevance of mainstream contexts providing an atmosphere likely to build collaborative relationships with parents to overcome barriers to parental involvement.
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Affiliation(s)
- Tânia Moreira
- Department of Applied Psychology, University of Minho, Braga, Portugal
- *Correspondence: Tânia Moreira,
| | - Juliana Martins
- Department of Applied Psychology, University of Minho, Braga, Portugal
| | - Cátia Silva
- Department of Applied Psychology, University of Minho, Braga, Portugal
| | - Emilio Berrocal de Luna
- Departement of Research Methods and Diagnostic in Education, University of Granada, Granada, Spain
| | - Joana Martins
- Department of Applied Psychology, University of Minho, Braga, Portugal
| | - Daniela Moreira
- Department of Applied Psychology, University of Minho, Braga, Portugal
| | - Pedro Rosário
- Department of Applied Psychology, University of Minho, Braga, Portugal
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Gurney L, Chung V, MacPhee M, Chan E, Snyman C, Robinson J, Bertoli-Haley S, Baron E. Exploring the Impact of Storytelling for Hospitalized Patients Recovering from COVID-19. Healthcare (Basel) 2023; 11:healthcare11040589. [PMID: 36833123 PMCID: PMC9957174 DOI: 10.3390/healthcare11040589] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2023] [Revised: 02/11/2023] [Accepted: 02/13/2023] [Indexed: 02/18/2023] Open
Abstract
There are mental and physical deficits associated with COVID-19 infection, particularly among individuals requiring hospitalization. Storytelling is a relational intervention that has been used to help patients make sense of their illness experiences and to share their experiences with others, including other patients, families and healthcare providers. Relational interventions strive to create positive, healing stories versus negative ones. In one urban acute care hospital, an initiative called the Patient Stories Project (PSP) uses storytelling as a relational intervention to promote patient healing, including the development of healthier relationships among themselves, with families and with healthcare providers. This qualitative study employed a series of interview questions that were collaboratively developed with patient partners and COVID-19 survivors. The questions asked consenting COVID-19 survivors about why they chose to tell their stories and to flesh out more about their recovery process. Thematic analyses of six participant interviews resulted in the identification of key themes along a COVID-19 recovery pathway. Patients' stories revealed how survivors progress from being overwhelmed by their symptoms to making sense of what is happening to them, providing feedback to their care providers, feeling gratitude for care received, becoming aware of a new state of normal, regaining control of their lives, and ultimately discovering meaning and an important lesson behind their illness experience. Our study's findings suggest that the PSP storytelling approach holds potential as a relational intervention to support COVID-19 survivors along a recovery journey. This study also adds knowledge about survivors beyond the first few months of recovery.
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Affiliation(s)
- Lara Gurney
- Vancouver Coastal Health, Vancouver, BC V6T 1Z4, Canada
- School of Nursing, University of British Columbia, Vancouver, BC V6T 2B5, Canada
- Correspondence: (L.G.); (M.M.)
| | - Vincci Chung
- Vancouver Coastal Health, Vancouver, BC V6T 1Z4, Canada
| | - Maura MacPhee
- School of Nursing, University of British Columbia, Vancouver, BC V6T 2B5, Canada
- Correspondence: (L.G.); (M.M.)
| | - Evelyn Chan
- Vancouver Coastal Health, Vancouver, BC V6T 1Z4, Canada
| | - Claire Snyman
- Vancouver Coastal Health, Vancouver, BC V6T 1Z4, Canada
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Nash-Patel T, Anderson E, O'Donoghue B, Paliokosta P, Morrow E. StoryAid: Nursing Students' Relational Learning for Adolescents With Intellectual Learning Disabilities. J Nurs Educ 2023; 62:51-57. [PMID: 36279549 DOI: 10.3928/01484834-20220912-12] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Abstract
BACKGROUND Nursing students express fears and anxieties about caring for people with intellectual learning disabilities (ILDs). Educational storytelling interventions may help overcome these concerns and improve nursing care. METHOD StoryAid was used and developed in the Heritage-2Health (H2H) Virtual Art and Drama Project. Eight online sessions followed a story about differences and connections. Two trained facilitators and three academic educators supported nursing students (n = 15), adolescents with ILDs (n = 7), their parents (n = 7), and a specialist teacher to deconstruct, reconnect, and rediscover understandings using rights-based ethnographic evaluation and thematic analysis. RESULTS Themes included relating to the story and characters, participating in the storytelling process, relating to other participants in the storytelling, and relating learning to clinical contexts and professionalism. CONCLUSION The partnership of StoryAid and H2H created safe spaces for nursing students to engage, challenge assumptions, and develop relational skills. [J Nurs Educ. 2023;62(1):51-57.].
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Lemmo D, Martino ML, Freda MF. Cancer Prevention Sense Making and Metaphors in Young Women’s Invented Stories. Healthcare (Basel) 2022; 10:healthcare10112179. [PMID: 36360520 PMCID: PMC9691228 DOI: 10.3390/healthcare10112179] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2022] [Revised: 10/24/2022] [Accepted: 10/28/2022] [Indexed: 11/06/2022] Open
Abstract
Despite the proven effectiveness of cancer prevention, the literature highlights numerous obstacles to the adoption of screening, even at a young age. In cancer discourse, the metaphor of war is omnipresent and reflects an imperative demand to win the war against disease. From the psychodynamic perspective, the risk of cancer forecasts an emotionally critical experience for which it is important to study mental representations concerning illness and health care. Through the creation of an invented story that offers a framework for imagination, our aim is to understand what the relationship with preventive practices in oncology means for young women and how this relationship is revealed by their metaphors. A total of 58 young women voluntarily participated in the present research, answering a narrative prompt. The stories written by the participants were analyzed using qualitative methodology to identify construct, themes and metaphors. Our findings identify four constructs: the construction of a defense: youth as protection; the attribution of blame about cancer risk; learning from experience as a prevention activator; and from inaccessibility to access to preventive practices: the creation of engagement. The construction of an invented story allows us to promote a process of prefiguration on the bodily, affective and thought planes invested in preventive practice and brings out the use of metaphors to represent cancer risk and self-care. The results allow us to think about the construction of interventions to promote engagement processes in prevention from an early age.
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Grönlund CF, Brännström M. Postgraduate nursing students' experiences of practicing ethical communication. Nurs Ethics 2022; 29:1709-1720. [PMID: 35773019 DOI: 10.1177/09697330221109943] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
BACKGROUND Ethics communication has been described as a pedagogical form, promoting development of ethical competence among nursing students. The 'one to five method' was developed by this research group as a tool for facilitating ethical communication in groups among healthcare professionals but has not yet been evaluated. AIM To explore post-graduate nursing students' experiences of practicing ethical communication in groups. RESEARCH DESIGN The study design is qualitative. PARTICIPANTS AND RESEARCH CONTEXT The study comprised 12 nursing students on a post-graduate course for Registered Nurses focusing on palliative care. After education the students engaged as participants and facilitators in ethics communication in groups, with support from the 'one to five method'. Data were derived from the students written reflections and subjected to thematic analysis. ETHICAL CONSIDERATIONS The study was performed in accordance with the ethical standards in the 2013 Helsinki Declaration and approved by the Ethics Committee of the Medical Faculty at Umeå University. RESULTS An overall theme was identified, 'being supported to achieve a democratic dialogue concerning ethical problems' and five themes, related to each step of the 'one to five method'. The themes concerned: putting the experience of an ethical dilemma into words; being confirmed by shared emotions; defining the value conflict using ethical principles; expressing virtues of empathy and raised awareness; jointly finding various action approaches. DISCUSSION Regular ethics communication in groups encourages nursing students to actively seek understanding and clarification of ethically difficult situations. CONCLUSIONS The results indicate that ethics communication in groups could be a way of developing virtues during education. Interventions using the 'one to five method' need to be further studied among student groups from other healthcare contexts.
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Recapturing the Oral Tradition of Storytelling in Spiritual Conversations with Older Adults: An Afro-Indigenous Approach. RELIGIONS 2022. [DOI: 10.3390/rel13060563] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The historical value of the oral tradition permeates literature as represented in multiple disciplines, including theology. An aspect of this tradition has proven viable in spiritual conversations with older adults. This paper will discuss the oral tradition’s medium of storytelling and listening to demonstrate its relevance in therapeutic conversations with older adults. Therapeutic storytelling is a distinct intervention prevalent in the African oral tradition This approach is also gaining attention in the contemporary context, blending seamlessly within the narrative approach. Using the quantitative research method of ethnography and autoethnography, I analyze specific therapeutic encounters that employ a storytelling/listening approach in spiritual conversations. The analysis reveals the relevance of storytelling in specific therapeutic encounters. Storytelling is gaining interest and reclaiming space in therapeutic settings with diverse populations, but mostly with older adults. The study also highlights the apparent similarities between the traditional approach to storytelling and the narrative approach in the contemporary therapeutic milieu.
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Saab MM, O'Driscoll M, FitzGerald S, Sahm LJ, Leahy-Warren P, Noonan B, Kilty C, O'Malley M, Lyons N, Burns HE, Kennedy U, Lyng Á, Hegarty J. Referring patients with suspected lung cancer: a qualitative study with primary healthcare professionals in Ireland. Health Promot Int 2022; 37:6639404. [PMID: 35810412 PMCID: PMC9271233 DOI: 10.1093/heapro/daac088] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022] Open
Abstract
Lung cancer is the leading cause of cancer death globally. Most cases are diagnosed late. Primary healthcare professionals are often the first point of contact for symptoms of concern. This study explored primary healthcare professionals’ experience of referring individuals with signs and symptoms suggestive of lung cancer along the appropriate healthcare pathway and explored strategies to help primary healthcare professionals detect lung cancer early. Focus groups and individual interviews were conducted with 36 general practitioners, community pharmacists, practice nurses, and public health nurses. Data were analysed thematically. Participants identified typical lung cancer signs and symptoms such as cough and coughing up blood (i.e., haemoptysis) as triggers for referral. Atypical/non-specific signs and symptoms such as back pain, pallor, and abnormal blood tests were perceived as difficult to interpret. Participants often refrained from using the word ‘cancer’ during conversations with patients. Ireland’s Rapid Access Lung Clinics were perceived as underused, with some general practitioners referring patients to these clinics only when clear and definitive lung cancer signs and symptoms are noted. Lack of communication and the resulting disruption in continuity of care for patients with suspected lung cancer were highlighted as healthcare system flaws. Education on early referral can be in the form of communications from professional organizations, webinars, interdisciplinary meetings, education by lung specialists, and patient testimonials. Lung cancer referral checklists and algorithms should be simple, clear, and visually appealing, either developed as standalone tools or embedded into existing primary care software/programmes.
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Affiliation(s)
- Mohamad M Saab
- Catherine McAuley School of Nursing and Midwifery, University College Cork, College Road, T12 AK54, Cork, Ireland
| | - Michelle O'Driscoll
- Catherine McAuley School of Nursing and Midwifery, University College Cork, College Road, T12 AK54, Cork, Ireland.,School of Pharmacy, University College Cork, College Road, T12 AK54, Cork, Ireland
| | - Serena FitzGerald
- Catherine McAuley School of Nursing and Midwifery, University College Cork, College Road, T12 AK54, Cork, Ireland
| | - Laura J Sahm
- School of Pharmacy, University College Cork, College Road, T12 AK54, Cork, Ireland
| | - Patricia Leahy-Warren
- Catherine McAuley School of Nursing and Midwifery, University College Cork, College Road, T12 AK54, Cork, Ireland
| | - Brendan Noonan
- Catherine McAuley School of Nursing and Midwifery, University College Cork, College Road, T12 AK54, Cork, Ireland
| | - Caroline Kilty
- Catherine McAuley School of Nursing and Midwifery, University College Cork, College Road, T12 AK54, Cork, Ireland
| | - Maria O'Malley
- Catherine McAuley School of Nursing and Midwifery, University College Cork, College Road, T12 AK54, Cork, Ireland
| | - Noreen Lyons
- Rapid Access Lung Clinic, Cork University Hospital, T12 DC4A, Cork, Ireland
| | - Heather E Burns
- National Cancer Control Programme, Health Service Executive, DO1 A3Y8, Dublin, Ireland
| | - Una Kennedy
- National Cancer Control Programme, Health Service Executive, DO1 A3Y8, Dublin, Ireland
| | - Áine Lyng
- National Cancer Control Programme, Health Service Executive, DO1 A3Y8, Dublin, Ireland
| | - Josephine Hegarty
- Catherine McAuley School of Nursing and Midwifery, University College Cork, College Road, T12 AK54, Cork, Ireland
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Alsaadoon AM, Sulimany AM, Hamdan HM, Murshid EZ. The Use of a Dental Storybook as a Dental Anxiety Reduction Medium among Pediatric Patients: A Randomized Controlled Clinical Trial. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9030328. [PMID: 35327700 PMCID: PMC8947438 DOI: 10.3390/children9030328] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/13/2022] [Revised: 02/21/2022] [Accepted: 02/25/2022] [Indexed: 11/21/2022]
Abstract
This randomized clinical trial aimed to evaluate the effectiveness of a specially designed dental storybook in reducing dental anxiety among children. Eighty-eight children (6−8 years old) were randomly divided into two groups: the intervention group (received the storybook) and the control group (did not receive the storybook). Three dental visits (screening, examination and cleaning, and treatment) were provided for each child. Anxiety was assessed following each visit using the Children’s Fear Survey Schedule-Dental Subscale (CFSS-DS) and the Venham clinical anxiety scale (VCAS). The behavior was assessed using the Frankl’s Behavior Rating Scale (FBRS). The intervention group showed significantly lower anxiety and more cooperative behavior during treatment than the control group (p < 0.0001). The intervention group showed a significant decrease in anxiety scores and more cooperative behavior across time according to the CFSS-DS (p = 0.001) and Frankl behavior scale OR = 3.22, 95% CI 1.18−8.76. Multivariate models found that using the storybook was a significant independent factor in reducing anxiety and improving behavior after controlling for sex, previous visits, family income, and mother’s education. In conclusion, the dental storybook can decrease children’s dental anxiety and improve their behavior during dental treatment.
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Affiliation(s)
- Alrouh M. Alsaadoon
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, King Saud University, Riyadh 11545, Saudi Arabia; (A.M.S.); (E.Z.M.)
- Correspondence:
| | - Ayman M. Sulimany
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, King Saud University, Riyadh 11545, Saudi Arabia; (A.M.S.); (E.Z.M.)
| | - Hebah M. Hamdan
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh 11545, Saudi Arabia;
| | - Ebtissam Z. Murshid
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, King Saud University, Riyadh 11545, Saudi Arabia; (A.M.S.); (E.Z.M.)
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Moonaghi H, Abbaspour H, Kareshki H, Esmaeili H. Positive consequences of the hidden curriculum in undergraduate nursing education: An integrative review. IRANIAN JOURNAL OF NURSING AND MIDWIFERY RESEARCH 2022; 27:169-180. [PMID: 36237954 PMCID: PMC9552589 DOI: 10.4103/ijnmr.ijnmr_325_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/09/2021] [Revised: 11/20/2021] [Accepted: 01/03/2022] [Indexed: 11/15/2022]
Abstract
Background: Hidden Curriculum (HC) plays an essential role in nursing education and professionalism. However, its positive consequences have been overlooked. Thus, this study aimed to explore and discuss the positive consequences of HC in nursing undergraduate education. Materials and Methods: A comprehensive literature search was conducted to investigate articles published between January 2010 and December 2020. Furthermore, Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was used to select articles, and Consolidated criteria for Reporting Qualitative research (COREQ) and Strengthening the Reporting of Observational studies in Epidemiology (STROBE) tools were employed to appraise qualitative and quantitative studies, respectively. The applied search strategy resulted in a final list of 16 articles out of a total of 132 articles. Next, the data were integrated and categorized using the Whittemore and Knafl methodology. Results: Three categories were identified: Individual Consequences; involving increased self-confidence, self-esteem, assertiveness, adaptation, autonomy, and lifelong learning. Social Consequences; involving enhanced socialization, cultural consciousness, and social interactions. Professional Consequences; involving professional socialization, professional identity, professional ethics, link theory and practice, and professional dignity. Conclusions: Altogether, we concluded that the emergence of HC and its positive and remarkable consequences in nursing knowledge helps the personal, social, and professional development in nursing.
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Flynn R, Mrklas K, Campbell A, Wasylak T, Scott SD. Contextual factors and mechanisms that influence sustainability: a realist evaluation of two scaled, multi-component interventions. BMC Health Serv Res 2021; 21:1194. [PMID: 34736470 PMCID: PMC8570000 DOI: 10.1186/s12913-021-07214-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2020] [Accepted: 10/21/2021] [Indexed: 12/04/2022] Open
Abstract
Background In 2012, Alberta Health Services created Strategic Clinical NetworksTM (SCNs) to develop and implement evidence-informed, clinician-led and team-delivered health system improvement in Alberta, Canada. SCNs have had several provincial successes in improving health outcomes. Little research has been done on the sustainability of these evidence-based implementation efforts. Methods We conducted a qualitative realist evaluation using a case study approach to identify and explain the contextual factors and mechanisms perceived to influence the sustainability of two provincial SCN evidence-based interventions, a delirium intervention for Critical Care and an Appropriate Use of Antipsychotics (AUA) intervention for Senior’s Health. The context (C) + mechanism (M) = outcome (O) configurations (CMOcs) heuristic guided our research. Results We conducted thirty realist interviews in two cases and found four important strategies that facilitated sustainability: Learning collaboratives, audit & feedback, the informal leadership role, and patient stories. These strategies triggered certain mechanisms such as sense-making, understanding value and impact of the intervention, empowerment, and motivation that increased the likelihood of sustainability. For example, informal leaders were often hands-on and influential to front-line staff. Learning collaboratives broke down professional and organizational silos and encouraged collective sharing and learning, motivating participants to continue with the intervention. Continual audit-feedback interventions motivated participants to want to perform and improve on a long-term basis, increasing the likelihood of sustainability of the two multi-component interventions. Patient stories demonstrated the interventions’ impact on patient outcomes, motivating staff to want to continue doing the intervention, and increasing the likelihood of its sustainability. Conclusions This research contributes to the field of implementation science, providing evidence on key strategies for sustainability and the underlying causal mechanisms of these strategies that increases the likelihood of sustainability. Identifying causal mechanisms provides evidence on the processes by which implementation strategies operate and lead to sustainability. Future work is needed to evaluate the impact of informal leadership, learning collaboratives, audit-feedback, and patient stories as strategies for sustainability, to generate better guidance on planning sustainable improvements with long term impact. Supplementary Information The online version contains supplementary material available at 10.1186/s12913-021-07214-5.
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Affiliation(s)
- Rachel Flynn
- Faculty of Nursing, Level 3, Edmonton Clinic Health Academy, University of Alberta, 11405 87 Avenue, Alberta, T6G 1C9, Edmonton, Canada.
| | - Kelly Mrklas
- Strategic Clinical Networks™, Provincial Clinical Excellence, Alberta Health Services, Calgary, Canada.,Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, T2N 4N1, Calgary, Canada
| | - Alyson Campbell
- Faculty of Nursing, Level 3, Edmonton Clinic Health Academy, University of Alberta, 11405 87 Avenue, Alberta, T6G 1C9, Edmonton, Canada
| | - Tracy Wasylak
- Strategic Clinical Networks™, Provincial Clinical Excellence, Alberta Health Services, Calgary, Canada.,Faculty of Nursing, University of Calgary, T2N 4V8, Alberta, Canada
| | - Shannon D Scott
- Faculty of Nursing, Level 3, Edmonton Clinic Health Academy, University of Alberta, 11405 87 Avenue, Alberta, T6G 1C9, Edmonton, Canada
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Massey PM, Chiang SC, Rose M, Murray RM, Rockett M, Togo E, Klassen AC, Manganello JA, Leader AE. Development of Personas to Communicate Narrative-Based Information About the HPV Vaccine on Twitter. Front Digit Health 2021; 3:682639. [PMID: 34713151 PMCID: PMC8521793 DOI: 10.3389/fdgth.2021.682639] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2021] [Accepted: 07/07/2021] [Indexed: 12/23/2022] Open
Abstract
Introduction: Personas are based on real-life typologies of people that can be used to create characters and messages to communicate important health information through relatable narrative storylines. Persona development is data-driven and can involve multiple phases of formative research and evaluation; however, personas are largely underutilized in digital health research. The purpose of this study was to create and document persona development to deliver narrative-focused health education for parents on Twitter with the goal of increasing uptake of HPV vaccination among adolescents. Methods: Leveraging data from a mixed-method study conducted in the U.S. with a diverse population of parents with adolescents ages 9–14, we used both qualitative and quantitative data (e.g., the National Immunization Survey—Teen, focus groups, and social media) to create personas. These data sources were used to identify and develop key characteristics for personas to reflect a range of parents and their diverse understandings and experiences related to HPV vaccination. A parent advisory board provided insight and helped refine persona development. Results: Four personas emerged and were characterized as the (1) Informed Altruist, (2) Real Talker, (3) Information Gatherer, and (4) Supporter. Characteristics differed across personas and provided insights into targeted narrative strategies. Described attributes included demographics, psychographics, communication style, vaccine goals and aspirations, vaccine challenges and frustrations, and vaccine hesitancy. Discussion: This work demonstrates how multiple data sources can be used to create personas to deliver social media messages that can address the diverse preferences and needs of parents for HPV vaccine information. With increasing usage of social media for health information among parents, it is important for researchers to consider marketing and design thinking to create health communication messages that resonate with audiences.
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Affiliation(s)
- Philip M Massey
- Department of Community Health and Prevention, Dornsife School of Public Health, Drexel University, Philadelphia, PA, United States
| | - Shawn C Chiang
- Department of Community Health and Prevention, Dornsife School of Public Health, Drexel University, Philadelphia, PA, United States
| | - Meredith Rose
- Department of Community Health and Prevention, Dornsife School of Public Health, Drexel University, Philadelphia, PA, United States
| | - Regan M Murray
- Department of Community Health and Prevention, Dornsife School of Public Health, Drexel University, Philadelphia, PA, United States
| | - Madeline Rockett
- Department of Community Health and Prevention, Dornsife School of Public Health, Drexel University, Philadelphia, PA, United States
| | - Elikem Togo
- Department of Community Health and Prevention, Dornsife School of Public Health, Drexel University, Philadelphia, PA, United States
| | - Ann C Klassen
- Department of Community Health and Prevention, Dornsife School of Public Health, Drexel University, Philadelphia, PA, United States
| | - Jennifer A Manganello
- Department of Health Policy, Management and Behavior, School of Public Health, University at Albany, State University of New York (SUNY), Albany, NY, United States
| | - Amy E Leader
- Division of Population Science, Department of Medical Oncology, Thomas Jefferson University, Philadelphia, PA, United States
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Murphy L, Moore S, Swan J, Hehir D, Ryan J. Examining the impact of video-based outpatient education on patient demand for a rheumatology CNS service. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2021; 30:1056-1064. [PMID: 34645352 DOI: 10.12968/bjon.2021.30.18.1056] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
BACKGROUND Patient demand for education and access to the clinical nurse specialists (CNSs) during the rheumatology clinic at one hospital in Ireland was increasing. Alternative methods of providing patient education had to be examined. AIMS To explore the efficacy of video-based outpatient education, and its impact on demand for the CNSs. METHODS A video was produced to play in a rheumatology outpatient department. A representative sample of 240 patients (120 non-exposed and 120 exposed to the video) attending the clinic was selected to complete a questionnaire exploring the effect of the video. Data were analysed using chi-square tests with Yates' continuity correction. FINDINGS Demand for the CNSs was six times higher in the non-exposed group compared with the exposed group (non-exposed: 25%, exposed: 4.8%) (χ2=15.7, P=0.00007), representing a significant decrease in resource demand. CONCLUSION High-quality educational videos on view in the rheumatology outpatient department provide patients with information sufficient to meet their educational needs, thus releasing CNS resources.
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Affiliation(s)
- Louise Murphy
- Advanced Nurse Practitioner in Rheumatology, Department of Rheumatology, Cork University Hospital, Ireland
| | - Stephen Moore
- Lecturer in Economics, Centre for Policy Studies, University College Cork, Ireland
| | - Joan Swan
- Clinical Nurse Specialist in Rheumatology, Department of Rheumatology, Cork University Hospital, Ireland, when this article was written and has since retired
| | - Davida Hehir
- Clinical Nurse Specialist in Rheumatology, Department of Rheumatology, Cork University Hospital, Ireland
| | - John Ryan
- Consultant Rheumatologist, Department of Rheumatology, Cork University Hospital, Ireland
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Shannon HA, Parker AW. Digital storytelling within the Australian mining industry: worker engagement and health literacy indicator effects. Health Promot Int 2021; 37:6318120. [PMID: 34244758 DOI: 10.1093/heapro/daab106] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Abstract
The mining industry is a demanding context for workplace health education due to a range of factors including productivity targets, workforce diversity and work roster schedules. This project investigated the impact of digital story health communication on worker engagement and its effect on interactive and critical health literacy indicators. The study comprised a quasi-experimental parallel time series research design, with control and intervention groups at each of the mine sites (n = 2). Workers in the intervention group (n = 85) received a 'toolbox talk' presentation incorporating a digital story featuring a mining industry worker and a leading cardiovascular health expert. The control group (n = 90) received equivalent health information communicated in a non-narrative manner, reflective of typical practices within the mining industry. A significantly greater effect was evident for worker engagement within the intervention group, with substantial maintenance over the follow-up period, compared with no significant effect at follow-up within the control group. Significant effects on interactive health literacy indicators (n = 3) were evident for the intervention group with corresponding lower level or nil effects within the control group. The findings highlight the benefits of evidence-based digital stories as an efficient and efficacious worker-centred health communication strategy for complex industrial workplace environments.
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Affiliation(s)
- Hugh A Shannon
- Faculty of Health, Institute of Health and Biomedical Innovation, Queensland University of Technology, Brisbane, Australia
- School of Exercise and Nutrition Sciences, Queensland University of Technology, Victoria Park Road, Kelvin Grove 4059, Brisbane, Australia
| | - Anthony W Parker
- Faculty of Health, Institute of Health and Biomedical Innovation, Queensland University of Technology, Brisbane, Australia
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Adam M, Chase RP, McMahon SA, Kuhnert KL, Johnston J, Ward V, Prober C, Bärnighausen T. Design preferences for global scale: a mixed-methods study of "glocalization" of an animated, video-based health communication intervention. BMC Public Health 2021; 21:1223. [PMID: 34172016 PMCID: PMC8226350 DOI: 10.1186/s12889-021-11043-w] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2020] [Accepted: 05/11/2021] [Indexed: 11/29/2022] Open
Abstract
BACKGROUND Designing health communication interventions for global scaling promotes health literacy and facilitates rapid global health messaging. Limited literature explores preferences for animation prototypes and other content characteristics across participants in different global regions. Prior research underscores an urgent need for health communication interventions that are compelling and accessible across culturally and geographically diverse audiences. This study presents feedback from global learners on animation design preferences and other key considerations for the development of educational video content intended for global adaptation and scaling. METHODS We used a mixed-methods, sequential explanatory design, with a qualitative descriptive approach to the analysis of the qualitative data. We recruited participants from an international group of learners enrolled in a massive open online course. Through an online quantitative survey (n = 330), we sought preferences from participants in 73 countries for animation design prototypes to be used in video-based health communication interventions. To learn more about these preferences, we conducted in-depth interviews (n = 20) with participants selected using maximum variation purposive sampling. RESULTS Generally, respondents were willing to accept animation prototypes that were free of cultural and ethnic identifiers and believed these to be preferable for globally scalable health communication videos. Diverse representations of age, gender roles, and family structure were also preferred and felt to support inclusive messaging across cultures and global regions. Familiar-sounding voiceovers using local languages, dialects, and accents were preferred for enhancing local resonance. Across global regions, narratives were highlighted as a compelling approach to facilitating engagement and participants preferred short videos with no more than two or three health messages. CONCLUSIONS Our findings suggest that global learners may be willing to accept simplified visuals, designed for broad cross-cultural acceptability, especially if the content is localized in other ways, such as through the use of locally resonating narratives and voiceovers. Diverse, inclusive portrayals of age, gender roles and family structure were preferred.
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Affiliation(s)
- Maya Adam
- Department of Pediatrics, Stanford University, Stanford, California, USA.
| | | | - Shannon A McMahon
- Heidelberg Institute of Global Health at the Faculty of Medicine, Heidelberg University, Heidelberg, Germany
- Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland, USA
| | - Kira-Leigh Kuhnert
- Digital Medic South Africa, Stanford University Center for Health Education, Stanford, California, USA
| | - Jamie Johnston
- Stanford University Center for Health Education, Stanford, California, USA
| | - Victoria Ward
- Department of Pediatrics, Stanford University, Stanford, California, USA
- Stanford University Center for Health Education, Stanford, California, USA
| | - Charles Prober
- Department of Pediatrics, Stanford University, Stanford, California, USA
- Stanford University Center for Health Education, Stanford, California, USA
| | - Till Bärnighausen
- Heidelberg Institute of Global Health at the Faculty of Medicine, Heidelberg University, Heidelberg, Germany
- Harvard Center for Population and Development Studies, Harvard T.H. Chan School of Public Health, Cambridge, Massachusetts, USA
- Wellcome Trust's Africa Health Research Institute (AHRI), KwaZulu-Natal, South Africa
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Storytelling increases oxytocin and positive emotions and decreases cortisol and pain in hospitalized children. Proc Natl Acad Sci U S A 2021; 118:2018409118. [PMID: 34031240 PMCID: PMC8179166 DOI: 10.1073/pnas.2018409118] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Storytelling is a unique human skill, yet we know little about its physiological and psychological impact. This study provides evidence of the biomarker changes and beneficial effects of storytelling in children admitted to an intensive care unit. We found that, compared with an active control condition, one storytelling session with hospitalized children leads to an increase in oxytocin, a reduction in cortisol and pain, and positive emotional shifts during a free-association task. These multimodal findings support evolutionary theories of storytelling and demonstrate its physiological and psychological effects under naturalistic stress conditions. These important clinical implications affirm storytelling as a low-cost and humanized intervention that can improve the well-being of hospitalized children. Storytelling is a distinctive human characteristic that may have played a fundamental role in humans’ ability to bond and navigate challenging social settings throughout our evolution. However, the potential impact of storytelling on regulating physiological and psychological functions has received little attention. We investigated whether listening to narratives from a storyteller can provide beneficial effects for children admitted to intensive care units. Biomarkers (oxytocin and cortisol), pain scores, and psycholinguistic associations were collected immediately before and after storytelling and an active control intervention (solving riddles that also involved social interaction but lacked the immersive narrative aspect). Compared with the control group, children in the storytelling group showed a marked increase in oxytocin combined with a decrease in cortisol in saliva after the 30-min intervention. They also reported less pain and used more positive lexical markers when describing their time in hospital. Our findings provide a psychophysiological basis for the short-term benefits of storytelling and suggest that a simple and inexpensive intervention may help alleviate the physical and psychological pain of hospitalized children on the day of the intervention.
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Pearson L, Holton S, McLachlan R, Hammarberg K. Australian men's fertility information seeking attitudes and behaviour: A qualitative investigation. SEXUAL & REPRODUCTIVE HEALTHCARE 2021; 29:100621. [PMID: 33894435 DOI: 10.1016/j.srhc.2021.100621] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2020] [Revised: 03/21/2021] [Accepted: 04/07/2021] [Indexed: 11/16/2022]
Abstract
OBJECTIVE Most women and men want and expect to have children but increasing maternal and paternal ages reduce their ability to achieve this. Most research relating to childbearing has focused on women. The aim of this study was to explore reproductive-aged men's fertility information-seeking attitudes and behaviours. METHODS Focus group discussions were conducted with younger (18-30 years, 3 groups) and older (31-45 years, 3 groups) men, residing in urban, peri-urban or rural settings in Victoria, Australia. The topics covered included men's fatherhood aspirations and intentions, and their attitudes and behaviours relating to seeking information about fertility. Focus group discussions were audio-recorded and transcribed, and transcripts analyzed thematically. RESULTS Six focus group discussions were conducted with a total of 39 participants. Four key themes were identified: 1. 'No need for fertility-related information'; 2. 'Knowledge and awareness of fertility'; 3. 'Fertility is women's business'; and 4. 'Fertility and manhood'. Fertility and fertility information seeking was perceived by many participants as women's domain. While men did not seek information about fertility unless they experienced fertility difficulties, they reported learning about fertility through the lived experiences of others, predominantly family and friends who experienced infertility. CONCLUSION Fertility-related health promotion initiatives and reproductive health information targeting men are needed to encourage men to be active participants in reproductive decision making to optimize the chance of both women and men achieving their parenthood goals. Narrative health messages may be a successful way to convey fertility information to men.
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Affiliation(s)
- Lauren Pearson
- Global and Women's Health, School of Public Health and Preventive Medicine, Monash University, 4/553 St Kilda Road, Melbourne 3004, Victoria, Australia
| | - Sara Holton
- Global and Women's Health, School of Public Health and Preventive Medicine, Monash University, 4/553 St Kilda Road, Melbourne 3004, Victoria, Australia; School of Nursing and Midwifery, Deakin University, Geelong Waterfront Campus, 1 Geringhap Street, Geelong 3220, Victoria, Australia.
| | - Robert McLachlan
- Healthy Male, Melbourne, Vic 3004, Australia; Monash IVF Group Pty Ltd, Richmond 3121, Australia; Department of Obstetrics and Gynaecology, Monash University, Clayton 3168, Australia
| | - Karin Hammarberg
- Global and Women's Health, School of Public Health and Preventive Medicine, Monash University, 4/553 St Kilda Road, Melbourne 3004, Victoria, Australia; Victorian Assisted Reproductive Treatment Authority, Level 30/570 Bourke Street Melbourne, Victoria 3000, Australia
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Mutambo C, Shumba K, Hlongwana KW. Exploring the mechanism through which a child-friendly storybook addresses barriers to child-participation during HIV care in primary healthcare settings in KwaZulu-Natal, South Africa. BMC Public Health 2021; 21:508. [PMID: 33726682 PMCID: PMC7962374 DOI: 10.1186/s12889-021-10483-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2020] [Accepted: 02/22/2021] [Indexed: 11/25/2022] Open
Abstract
Background Healthcare workers (HCWs) in South Africa widely use job-aids as practical tools to enhance the provision of HIV services, thereby improving patient-provider interactions during the care process. Job-aids are visual support materials that provide appropriate information using graphics and words in a simple and yet effective manner. We explored the mechanism through the KidzAlive Talk tool storybook (Talk tool), a child-centred job-aid for HCWs that facilitates child-participation during HIV consultations in primary healthcare (PHC) clinics implementing the KidzAlive model. Methods The study was conducted in PHC clinics across four districts; namely: uMkhanyakude, Zululand, uMgungundlovu, and eThekwini in KwaZulu-Natal (KZN), South Africa. We conducted in-depth interviews with children (n = 30), their primary caregivers (PCGs) (n = 30), and KidzAlive trained and mentored HCWs (n = 20). Data were collected in both English and isiZulu languages through user-specific, structured in-depth interviews. All the interviews were audio-recorded (with participants’ assent and consent, respectively). Data were transcribed verbatim, prior to translating the isiZulu transcripts to English. Translations were done by a member of the research team competent in both languages. Electronic data were imported to NVivo 10 for analysis and subsequently analysed using a thematic analysis method followed by a constant comparative and modified grounded theory analysis method. Results The findings identified the following barriers to child-participation: Primary caregiver limiting the child’s involvement due to fear of traumatising them; HCWs’ limited knowledge and skills to deliver child-centred HIV care; childhood developmental stage-related limitations and healthcare institutional paternalism. The Talk tool addresses the above barriers by using simple language and terminology to cater for children at various stages of development; alleviating HCWs’ and PCGs’ fear of possible psychological harm to the child; using storytelling and colourful cartoon illustrations for child edutainment; Being versatile by allowing for multiple utility and tackling institutional paternalism that limit child-involvement in the process of care. Conclusions This study provided evidence on how the Talk tool storybook addresses barriers to child-participation in the HIV care process. The evidence generated from this study is compelling enough to recommend the scale-up of this innovation in low-resource settings. Supplementary Information The online version contains supplementary material available at 10.1186/s12889-021-10483-8.
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Affiliation(s)
- Chipo Mutambo
- The Discipline of Public Health Medicine, School of Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa.
| | - Kemist Shumba
- The Discipline of Psychology, School of Applied Human Sciences, University of KwaZulu-Natal, Durban, South Africa
| | - Khumbulani W Hlongwana
- The Discipline of Public Health Medicine, School of Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa
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Lim WP, Seet XY, Rahman H. Designing a psychological preparedness toolkit for healthcare workers in the wake of COVID-19: A Singapore perspective. Asian J Psychiatr 2020; 53:102204. [PMID: 32544820 PMCID: PMC7286254 DOI: 10.1016/j.ajp.2020.102204] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/01/2020] [Revised: 06/06/2020] [Accepted: 06/08/2020] [Indexed: 11/13/2022]
Abstract
• The COVID-19 pandemic is a tensile stress test of the robustness of healthcare emergency preparedness measures. • Fear of the unknown, uncertainty, and anxiety are risk factors for burnout and trauma in healthcare workers in the wake of a pandemic. • A reliable and accurate psychological preparedness toolkit for healthcare workers is important in reducing stress and anxiety. • A psychological preparedness toolkit may incorporate mental health, organizational theories and health professions education principles.
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Affiliation(s)
- Wen Phei Lim
- Department of Psychiatry, Tan Tock Seng Hospital, Singapore.
| | - Xian Ying Seet
- Department of Psychiatry, Tan Tock Seng Hospital, Singapore
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Ziebland S, Grob R, Schlesinger M. Polyphonic perspectives on health and care: Reflections from two decades of the DIPEx project. J Health Serv Res Policy 2020; 26:133-140. [PMID: 32969297 DOI: 10.1177/1355819620948909] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
In this article we consider how an online resource that publishes the findings and video, audio and written extracts from narrative interview studies has developed as an international collaboration, currently including 14 countries worldwide. In the two decades since the initiative was founded, the robust, national qualitative studies for DIPEx International have branched out from patient information and support to learning and teaching, insights and service improvement and cross-national comparisons. Embracing the challenge to reflect plural discourses of illness, health and care in societies that appear increasingly polarised, the DIPEx collaboration presents polyphonic perspectives that stand as potential counters to reductive dualities. As a result the collaboration has established a collection of unique, international resources that can be leveraged to promote understanding and learning from people's experiences of illness and care.
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Affiliation(s)
- Sue Ziebland
- Professor of Medical Sociology, Nuffield Department of Primary Care Health Sciences, University of Oxford, UK
| | - Rachel Grob
- Professor, Department of Family Medicine, University of Wisconsin-Madison, USA
| | - Mark Schlesinger
- Professor of Public Health (Health Policy), Yale University School of Public Health, USA
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Petty J, Jarvis J, Thomas R. Exploring the impact of digital stories on empathic learning in neonatal nurse education. Nurse Educ Pract 2020; 48:102853. [PMID: 32947233 DOI: 10.1016/j.nepr.2020.102853] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2020] [Revised: 07/21/2020] [Accepted: 08/12/2020] [Indexed: 11/25/2022]
Abstract
Within neonatal nurse education, learning to understand the compelling emotional experiences of parents following the birth of their premature baby is essential to give person-centred empathic care. A collection of digital stories informed by parents' experiences was created to use as a pedagogical tool for students and staff within the neonatal speciality. This study reports on an exploration of the value of these digital stories for the enhancement of empathic learning. Using the principles of narrative inquiry, a mixed-methods design comprising 'point-of-view', reflective exercises, interviews and a questionnaire distributed to nursing students and practice staff ascertained views of three digital stories. The participants evaluated the digital stories positively overall and it was clear they were an effective and innovative way to learn about emotional experiences of parents. Powerful emotional messages from parents enhanced awareness, understanding and insight into their affective experience. Within the context of narrative-based neonatal education, there is a place for digital storytelling as a pedagogical strategy informed by parent narratives, to teach students and staff about the emotional impact of the neonatal care experience. In turn, this can potentially lead to more empathic, person-centred care relating to the families of sick, vulnerable babies.
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Affiliation(s)
- Julia Petty
- University of Hertfordshire, Hatfield, Hertfordshire, AL109AB, UK.
| | - Joy Jarvis
- University of Hertfordshire, Hatfield, Hertfordshire, AL109AB, UK
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Abstract
Burnout-a combination of emotional exhaustion, depersonalization, and a diminished sense of individual accomplishment-is a serious issue for critical care nurses. Burnout has been examined as an individual's emotional state, but burnout is also a social phenomenon that may spread among colleagues through emotional contagion. Current interventions to reduce burnout are either person directed or organization directed; few interventions focus on the critical care nursing team and their social support and interactions. This article reviews burnout in critical care nursing through the lens of emotional contagion. We offer suggestions for team-based interventions to address burnout in critical care nurses.
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Affiliation(s)
- Jin Jun
- School of Nursing, The Institute for Healthcare Policy and Innovation, University of Michigan, 400 North Ingalls Street, Ann Arbor, MI 48104, USA.
| | - Deena Kelly Costa
- National Clinician Scholars Program, School of Nursing, The Institute for Healthcare Policy and Innovation, University of Michigan, 400 North Ingalls Building, Room 4351 400 NIB, Ann Arbor, MI 48109-5482, USA. https://twitter.com/DeenaKCosta
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Moore AK, Miller RJ. Video Storytelling in the Classroom: The Role of Narrative Transportation. J Nurs Educ 2020; 59:470-474. [PMID: 32757013 DOI: 10.3928/01484834-20200723-10] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2018] [Accepted: 04/03/2020] [Indexed: 11/20/2022]
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.].
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Person-Centered Care, Job Stress, and Quality of Life Among Long-Term Care Nursing Staff. J Nurs Res 2020; 28:e114. [PMID: 32675736 DOI: 10.1097/jnr.0000000000000398] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022] Open
Abstract
BACKGROUND Although it has been established that person-centered care is an essential aspect in long-term care facilities, the relationship between person-centered care and job stress among nursing staff and the effect of this relationship on their quality of life are not clear. PURPOSE This study aims to investigate correlations among job stress, quality of life, and person-centered care of nurses as well as factors affecting the person-centered care abilities of nursing staff working at long-term care hospitals. METHODS Nursing staff (N = 183) in three long-term care hospitals in South Korea completed a questionnaire on job stress, quality of life, and person-centered care. Data were analyzed using the SPSS 22.0 program for descriptive statistics, using an independent t test, a one-way analysis of variance, Pearson's correlation coefficient, and multiple stepwise regression analyses. RESULTS Significant factors found to be associated with person-centered care included the quality of life (r = .411, p < .001) and job stress (r = -.305, p < .001) of the participant. The regression model with job stress and quality of life as predictor variables accounted for 29.2% of the variance in person-centered care. CONCLUSIONS/IMPLICATIONS FOR PRACTICE Higher quality of life and lower job stress were found to increase the person-centered care abilities of nurses in long-term care facilities.
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Abstract
Purpose
The purpose of this paper is twofold. First, this paper seeks to formalize a definition of activist entrepreneurship and differentiate it from social entrepreneurship. Second, this paper proposes a model that explains how the storytelling process, in the form of the message and means of communication, influences the activist identity process and consequently the legitimacy of the activist entrepreneur.
Design/methodology/approach
This paper explains the historical method and offers an overview of the unique case of Madam C.J. Walker and analyzes how she gained legitimacy as an activist entrepreneur by conveying psychological capital (Psycap) concepts in her message and political skill in the means of her communication. The paper also analyzed books being written on her and also letters that were exchanged between herself and her lawyer F.B. Ransom.
Findings
The authors have found out that Madam Walker used Psycap elements such as self-efficacy, hope, resiliency and optimism as message and elements of political skill such as social astuteness, interpersonal skill, networking ability and apparent sincerity as means to communicate the message toward her followers and built a legitimate social identity where she had won the trust of them.
Research limitations/implications
The primary limitation of this paper is that it is theoretical in nature and uses only one case study to support the theoretical model. However, when analyzing complex relationships, historical cases offer a wealth of insight to solve the problem at hand.
Originality/value
By using the elements of the model discussed in the research paper properly, people could create a legitimate identity for themselves where any message they give to their employees, colleagues and sub-ordinates would be viewed as a selfless one and that would increase the chances of their messages or orders being accepted and obeyed by the followers.
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Examining 'sticky' storytelling and moral claims as the essence of workplace bullying. Nurs Outlook 2020; 68:647-656. [PMID: 32622647 DOI: 10.1016/j.outlook.2020.05.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2020] [Revised: 05/05/2020] [Accepted: 05/31/2020] [Indexed: 11/21/2022]
Abstract
BACKGROUND Fisher (1985) argued that "there is no genre…that is not an episode in the story of life" (p. 347). As they incorporate moral claims, stories become 'sticky,' even when they are not accurate of fact, shifting listener beliefs, values, and sense of self. PURPOSE This study examined 'sticky' storytelling and moral claims inherent in workplace bullying. METHOD Critical hermeneutic method nested within an integrative review served as the research approach, extending findings reported in published research reports and gray literature. FINDINGS Through polished use of rhetorical style and resource control strategies within tacitly or explicitly supportive workplace contexts, bullies construct convincing but morally disengaged narratives-sticky stories-that violate ethical principles and yield moral ambiguity for their victims as they impede workplace productivity. DISCUSSION Largely ineffective, policies aimed to stem bullying have done little to date to mitigate bullying's impact. Recognizing the moral storytelling characterizing workplace bullying might strengthen policy for constraining workplace bullying.
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Effect of Storytelling Technique on the Attitudes of Nursing Students Toward Death. OMEGA-JOURNAL OF DEATH AND DYING 2020; 84:870-883. [DOI: 10.1177/0030222820921026] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This study was conducted to determine the effect of the storytelling technique on the attitudes of nursing students toward death as a mixed research design. The study sample consisted of 94 senior students attending the nursing department of a university in Turkey. Quantitative data were collected by using the introductory characteristics form and the Death Attitude Profile-Revised, while qualitative data were collected through focus group interviews with the semistructured interview form. The data were analyzed according to number, percentage, Wilcoxon test, paired samples ttest, and descriptive analysis method. The mean Death Attitude Profile-Revised Scale score of the students before receiving the relevant education was 4.17 ± 0.21. This score increased to 4.25 ± 0.24 after the students received the education and the difference was found to be statistically significant ( p < .05). In the qualitative section of the study, the data obtained from the attitudes of the students toward death were coded, and four themes were determined. The qualitative data obtained from the focus group interviews with the participating students were presented under four themes: the contribution of the storytelling technique to learning, the effect of the storytelling technique on the attitude toward death, thoughts about the storytelling technique, and contribution of the course to knowledge, skills and attitude in giving care to the dying patient. As a result of the study, explaining the subject of death with the storytelling technique was determined to positively affect the attitudes of the students toward death.
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Gilliam EH, Brunner JM, Bolan J, Lee S, Nuffer W, Franson KL, Thompson ME. Cultivating a Culture of Reflection Among Pharmacy Students Through Storytelling. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:7633. [PMID: 32431314 PMCID: PMC7223930 DOI: 10.5688/ajpe7633] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/01/2019] [Accepted: 09/06/2019] [Indexed: 05/11/2023]
Abstract
Objective. To hold a storytelling event and assess its effect on Doctor of Pharmacy (PharmD) students' perspectives on and attitudes toward reflection. Methods. Story Slam, a four-hour storytelling competition, was incorporated into the spring semester of the first professional year of a PharmD program. The event featured short first-person stories told by faculty members as well as students. Students were invited to participate in a pre- and post-intervention survey and focus group. An inductive qualitative analysis of the resulting data was conducted using textual and audio artifacts. Results. All 136 first professional year (P1) students participated in the 2019 Story Slam. Eleven students submitted qualitative pre- and post-intervention survey instruments and participated in a semi-structured recorded focus group. Thematic analysis revealed nine themes. Students' perspectives regarding the importance of self-reflection changed after participating in Story Slam, with students expressing a greater willingness to engage in self-reflection in the context of professional practice following the event. Students believed Story Slam created an environment conducive to reflection and engagement, resulting in strengthened relationships with peers and faculty members. Students expressed feeling a wide range of emotions as they shared their story and listened to the stories of others. Conclusion. Story Slam is an effective strategy for introducing P1 students to reflection, while also strengthening the school's reflective culture. Additionally, sharing stories may foster positive relationships and cultivate trust and respect between students and faculty members.
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Affiliation(s)
- Eric H Gilliam
- University of Colorado, Skaggs School of Pharmacy and Pharmaceutical Sciences, Aurora, Colorado
| | - Jason M Brunner
- University of Colorado, Skaggs School of Pharmacy and Pharmaceutical Sciences, Aurora, Colorado
| | - Jay Bolan
- University of Colorado, Skaggs School of Pharmacy and Pharmaceutical Sciences, Aurora, Colorado
| | - Susie Lee
- University of Colorado, Skaggs School of Pharmacy and Pharmaceutical Sciences, Aurora, Colorado
| | - Wesley Nuffer
- University of Colorado, Skaggs School of Pharmacy and Pharmaceutical Sciences, Aurora, Colorado
| | - Kari L Franson
- University of Colorado, Skaggs School of Pharmacy and Pharmaceutical Sciences, Aurora, Colorado
| | - Megan E Thompson
- University of Colorado, Skaggs School of Pharmacy and Pharmaceutical Sciences, Aurora, Colorado
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Attenborough J, Abbott S. Using storytelling in nurse education: The experiences and views of lecturers in a higher education institution in the United Kingdom. Nurse Educ Pract 2020; 44:102762. [DOI: 10.1016/j.nepr.2020.102762] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2019] [Revised: 12/23/2019] [Accepted: 03/07/2020] [Indexed: 10/24/2022]
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Patel MR, Heisler M, Piette JD, Resnicow K, Song PXK, Choe HM, Shi X, Tobi J, Smith A. Study protocol: CareAvenue program to improve unmet social risk factors and diabetes outcomes- A randomized controlled trial. Contemp Clin Trials 2020; 89:105933. [PMID: 31923472 PMCID: PMC7242130 DOI: 10.1016/j.cct.2020.105933] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2019] [Revised: 11/23/2019] [Accepted: 01/03/2020] [Indexed: 11/28/2022]
Abstract
Despite the burdens costs can place on adults with diabetes, few evidence-based, scalable interventions have been identified that address prevalent health-related financial burdens and unmet social risk factors that serve as major obstacles to effective diabetes management. In this study, we will test the effectiveness of CareAvenue - an automated e-health tool that screens for unmet social risk factors and informs and activates individuals to take steps to connect to resources and engage in self-care. We will determine the effectiveness of CareAvenue relative to standard care with respect to improving glycemic control and patient-centered outcomes such as cost-related non-adherence (CRN) behaviors and perceived financial burden. We will also examine the role of patient risk factors (moderators) and behavioral factors (mediators) on the effectiveness of CareAvenue in improving outcomes. We will recruit 720 patients in a large health system with uncontrolled Type 1 diabetes mellitus (T1DM) or Type 2 diabetes mellitus (T2DM) who engage in CRN or perceive financial burden. Participants will be randomized to one of two arms: 1) receipt of a 15-20 min web-based program with routine follow-up (CareAvenue); or 2) receipt of contact information for existing health system assistance services. Outcomes will be assessed at baseline and 6- and 12-month follow-up. Clinical Trial Registration: ClinicalTrials.gov ID NCT03950973, May 2019.
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Affiliation(s)
- Minal R Patel
- Department of Health Behavior & Health Education, University of Michigan School of Public Health, United States of America.
| | - Michele Heisler
- Department of Health Behavior & Health Education, University of Michigan School of Public Health, United States of America; Department of Internal Medicine, Michigan Medicine, United States of America; U.S. Department of Veterans Affairs VA, Ann Arbor Healthcare System, United States of America
| | - John D Piette
- Department of Health Behavior & Health Education, University of Michigan School of Public Health, United States of America; U.S. Department of Veterans Affairs VA, Ann Arbor Healthcare System, United States of America
| | - Kenneth Resnicow
- Department of Health Behavior & Health Education, University of Michigan School of Public Health, United States of America
| | - Peter X K Song
- Department of Biostatistics, University of Michigan School of Public Health, United States of America
| | - Hae Mi Choe
- College of Pharmacy, University of Michigan, United States of America; University of Michigan Medical Group, United States of America
| | - Xu Shi
- Department of Biostatistics, University of Michigan School of Public Health, United States of America
| | - Julie Tobi
- Department of Health Behavior & Health Education, University of Michigan School of Public Health, United States of America
| | - Alyssa Smith
- Department of Health Behavior & Health Education, University of Michigan School of Public Health, United States of America
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Alber JM, Cohen C, Bleakley A, Ghazvini SF, Tolentino BT, Almeida R, Chance BL. Comparing the Effects of Different Story Types and Speakers in Hepatitis B Storytelling Videos. Health Promot Pract 2020; 21:811-821. [PMID: 31955614 DOI: 10.1177/1524839919894248] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Abstract
Chronic hepatitis B, a condition associated with severe complications, disproportionately affects Asian Americans and Pacific Islanders in the United States. Increasing testing among this population is critical for improving health outcomes. This study compares different types of video narratives that use storytelling techniques to an informational video (control), to examine whether narratives are associated with higher hepatitis B beliefs scores and video rating outcomes. A sample of Asian American and Pacific Islander adults (N = 600) completed an online survey where they viewed one of four video conditions, three of which included storytelling techniques and one with informational content. Results indicated that parental stories received significantly higher perceived effectiveness ratings (M = 3.88, SD = 0.61) than the older adult personal stories (M = 3.62, SD = 0.74), F(3, 596) = 3.795, p = .010. Parental stories also had significantly higher perceived severity scores (M = 3.83, SD = 0.69) compared to the young adult stories (M = 3.73, SD = 0.74) and the informational videos (M = 3.83, SD = 0.69), F(3, 596) = 7.72, p < .001. The informational videos (M = 4.10, SD = 0.65) received significantly higher message credibility ratings than the older adult personal stories (M = 3.84, SD = 0.70), F(3, 596) = 4.71, p = .003. Follow-up tests using Bonferroni correction revealed that parental stories (M = 3.98, SD = 0.64) and young adult personal stories (M = 3.934, SD = 0.76) scored significantly higher on speaker ratings than the older adult personal stories (M = 3.698, SD = 0.77). Results suggest that storytelling has the potential for connecting with a specific audience in an emotional way that is perceived well overall. Future research should examine the long-term impact of hepatitis B personal story videos and whether the addition of facts or statistics to videos would improve outcomes.
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Affiliation(s)
- Julia M Alber
- California Polytechnic State University, San Luis Obispo, CA, USA
| | | | - Amy Bleakley
- University of Pennsylvania, Philadelphia, PA, USA
| | - Sanam F Ghazvini
- California Polytechnic State University, San Luis Obispo, CA, USA
| | | | - Rebeca Almeida
- California Polytechnic State University, San Luis Obispo, CA, USA
| | - Beth L Chance
- California Polytechnic State University, San Luis Obispo, CA, USA
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Zijlstra-Shaw S, Jowett AK. Using storytelling to improve student experience of outreach placements. Br Dent J 2020; 228:123-127. [DOI: 10.1038/s41415-019-1159-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Kaihlanen AM, Hietapakka L, Heponiemi T. Increasing cultural awareness: qualitative study of nurses' perceptions about cultural competence training. BMC Nurs 2019; 18:38. [PMID: 31440116 PMCID: PMC6704569 DOI: 10.1186/s12912-019-0363-x] [Citation(s) in RCA: 69] [Impact Index Per Article: 13.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2018] [Accepted: 08/16/2019] [Indexed: 11/23/2022] Open
Abstract
BACKGROUND Nowadays, healthcare professionals worldwide deliver care for increasing numbers of culturally and linguistically diverse patients. The importance of cultural competence is evident in terms of the quality of healthcare, and more knowledge is needed about different educational models and approaches that aim to increase cultural competence. This study examines the perceptions of nurses about the content and utility of cultural competence training that focuses on increasing awareness of one's own cultural features. METHODS The training was conducted at one primary care hospital in southern Finland. Participants were registered nurses (n = 14) and practical nurses (n = 6) from different hospital units. Four 4-h training sessions-including lectures, discussions and short web-based learning tasks-were arranged during a four-week period. Semi-structured, small group interviews were conducted with 10 participants to examine their perceptions about the content and utility of the training. Qualitative content analysis with a conventional approach was used to analyse the data. RESULTS Perceptions about the training were divided into three main categories: general utility of the training, personal utility of the training, and utility of the training for patients. General utility pertains to the general approach that the training provided on cross-cultural care, the possibility to initiate an open discussion, and the opportunity to improve current practices. Personal utility pertains to the opportunity to become aware of one's own cultural features, to change one's way of thinking, to obtain a new perspective on one's own communication practices and to receive justification for carrying out particular workable practices. Utility for patients pertains to fostering better awareness and acknowledgement of patients' differing cultural features and an increased respect in healthcare delivery. Additionally, the quality of the training was highlighted, and suggestions for improvement were offered. CONCLUSION Training that increases healthcare professionals' awareness of their own cultural features was perceived as useful and thought-provoking. Increased awareness might facilitate the communication between healthcare professionals and patients, which is a crucial component of quality healthcare. It seems that in the future, training opportunities that allow larger groups to participate are needed, regardless of the time and place, and utilising the potential of e-learning should be considered.
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Affiliation(s)
- Anu-Marja Kaihlanen
- National Institute of Health and Welfare, P.O. Box 30, FI-00271 Helsinki, Finland
| | - Laura Hietapakka
- National Institute of Health and Welfare, P.O. Box 30, FI-00271 Helsinki, Finland
| | - Tarja Heponiemi
- National Institute of Health and Welfare, P.O. Box 30, FI-00271 Helsinki, Finland
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Viscardis K, Rice C, Pileggi V, Underhill A, Chandler E, Changfoot N, Montgomery P, Mykitiuk R. Difference Within and Without: Health Care Providers' Engagement With Disability Arts. QUALITATIVE HEALTH RESEARCH 2019; 29:1287-1298. [PMID: 30451073 DOI: 10.1177/1049732318808252] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Re•Vision, an assemblage of multimedia storytelling and arts-based research projects, works creatively and collaboratively with misrepresented communities to advance social well-being, inclusion, and justice. Drawing from videos created by health care providers in disability artist-led workshops, this article investigates the potential of disability arts to disrupt dominant conceptions of disability and invulnerable embodiments, and proliferate new representations of bodymind difference in health care. In exploring, remembering, and developing ideas related to their experiences with and assumptions about embodied difference, providers describe processes of unsettling the mythical norm of human embodiment common in health discourse/practice, coming to know disability in nonmedical ways, and re/discovering embodied differences and vulnerabilities. We argue that art-making produces instances of critical reflection wherein attitudes can shift, and new affective responses to difference can be made. Through self-reflective engagement with disability arts practices, providers come to recognize assumptions underlying health care practices and the vulnerability of their own embodied lives.
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Affiliation(s)
| | - Carla Rice
- 2 University of Guelph, Guelph, Ontario, Canada
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