Effectiveness of narrative pedagogy in developing student nurses' advocacy role

Investigation of midwifery students' opinions on the digital storytelling method in midwifery education and assessment of their digital stories

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.

Effectiveness of narrative pedagogy in developing nursing undergraduates' humanistic care ability for hospitalized children: A mixed-method study

Background

The development of nursing students' ability to care for children is an important part of their nursing education. However, nursing students' understanding of children's experiences in healthcare is vague. The traditional lecture approach is not conducive to the cultivation of humanistic care competencies for hospitalized children.

Objectives

This study aimed at exploring the effectiveness of narrative pedagogy on developing nursing students' ability to care for hospitalized children.

Design

A quasi-experimental non-equivalent control group pre-test and post-test design.

Setting

and participants: A purposive sampling method was used for this study. The study participants included 588 first-year nursing students in four classes at a university in western China. The students enrolled in a nursing humanistic curriculum were divided into an experimental group (295 students) and a control group (293 students).

Methods

During the 5 weeks of hospitalized children's care program, the experimental group received narrative pedagogy, while the control group received traditional teaching with 2 credit hours per week. Data were collected quantitatively using the Caring Ability Inventory (CAI), as well as qualitatively through individual interviews and reflective diaries.

Results

The average scores on the CAI and subscales significantly improved for both groups. As a result of controlling for the effect of pre-test scores, the experimental group had significantly higher post-test scores on the CAI than the control group. Qualitative content analysis demonstrated that narrative pedagogy enhanced nursing students' emotional experiences and facilitated their understanding of the caring practice for sick children.

Conclusion

Narrative pedagogy has positive implications for improving students' care competencies for hospitalized children.

Teaching Strategies for Health Advocacy for Undergraduate Nursing Students: A Scoping Review

AIM

The goal of this study was to identify strategies for teaching health advocacy for undergraduate nursing students.

BACKGROUND

Although health advocacy is a core skill of professional nursing practice, there are challenges in the health advocacy approach in nursing education.

METHOD

The databases LILACS, IBECS, BDENF, Medline, Web of Science, CINAHL, and the Cochrane Library were searched, without limit of time and language, for this scoping review; 11 articles were included. Data were analyzed and synthesized in a narrative form.

RESULTS

The following teaching strategies emerged: theoretical exposition and supervised clinical internship, technology-enhanced simulation, clinical experience, experiential learning, simulated social experiences, digital story making, and narrative pedagogy. The topic was taught according to several themes: economic disparity, health legislation, LGBTQ+ population, elder health, mental health, health policies, concept of advocacy, and nontechnical skills.

CONCLUSION

Teaching strategies for health advocacy should be based on constructivist education linked to social reality.

Graduate Nurse Educator Students' Perceptions of the Use of Narrative Pedagogy in Online Learning: A Pilot Study

ABSTRACT

This pilot study explored graduate nurse educator students' perceptions of the application of narrative pedagogy in an online environment. Four major themes were identified in 15 student discussion posts: adapting challenges, increasing digital human interactions, enabling strategies, and creating a partnership for learning. Results illustrate how integrating narrative pedagogy into online classes enables a transformation of student thinking and learning by providing alternate ways for nurse educators to promote active learning.

Perception and opinion of nursing faculties regarding advocacy role: A qualitative research

BACKGROUND

The nursing literature emphasizes that there are still inadequacies, differences, and inconsistencies in the definition of nurses' advocacy role, and that nursing education plays an important role in educating nurses for patient advocacy.

OBJECTIVE

The aim of this descriptive qualitative study is to determine nurse academics' perception of and opinions about advocacy in nursing.

METHODS

The study group consisted of five academics working as nurse educators in a university. A questionnaire and focus group interview methods were used to collect the data.

RESULTS

A framework that consisted of three categories, including the scope of advocacy in nursing; today's health system and advocacy; nurses' foundation/knowledge base for an advocacy role was set by considering the opinions of participants.

CONCLUSION

It was emphasized that nurse academics regarded advocacy as an ethical obligation and saw it from a broad perspective including social justice, that changing health system has increased the importance of advocacy role in nursing, that the personality characteristics of prospective nurses are important, and that nursing education should be improved in terms of advocacy.

Patient advocacy: a skill students can learn and practise before qualification

Olive Bola-Arotiowa, year 2 masters adult nursing student at University of Salford highlights the importance of advocacy as a nursing skill, as she reflects on how she was able to change the outcome for one patient.

ADVOCACY IN INTENSIVE CARE AND HOSPITALIZATION BY COURT ORDER: WHAT ARE THE PERSPECTIVES OF NURSES?

ABSTRACT Objective: to analyze how intensive care nurses practice patient advocacy in view of the need for hospitalization by court order to an intensive care due to bed unviability. Method: analytical exploratory qualitative research. Data were obtained through interviews with 42 nurses, selected via snowball sampling, between January and December 2016. The interviews were analyzed using elements of the Discursive Textual Analysis. Results: two categories emerged: 1) Between obedience to the law and the ethical-moral duty of the intensive care nurse; 2) The position of nurses in the practice of patient advocacy for patients requiring intensive care beds. Conclusions: intensive care nurses exercise sensitivity and moral duty of the care process when defending their patients by informing them of their rights, guiding, acting and talking to and on behalf of patients and their families, valuing care free of judgment and harm to the patient hospitalized by court order.

School Nurse Advocacy for Student Health, Safety, and School Attendance: Impact of an Educational Activity

School nurses are expected to advocate for policies and procedures that support student health, safety, and school attendance. An educational activity to improve school nurse advocacy was developed and implemented based on advocacy literature, self-efficacy theory, and continuing education guidelines. A quantitative, repeated measure descriptive project design was used to compare school nurses’ advocacy measures before and following an educational activity and 6 weeks after the activity. Immediately after the education, there were significant increases in advocacy knowledge ( p < .001), confidence ( p < .001), and recalled behaviors ( p < .01) for a convenient sample of 51 Massachusetts school nurses. There were no significant differences across pre-, post-, and 6-week survey responses ( n = 6); however, advocacy outcomes from immediately after the education were maintained at 6 weeks. More effective school nurse advocacy may improve youth population health, increase safety for students at school, and improve school attendance.

Digital storytelling in health professions education: a systematic review

BACKGROUND

Digital stories are short videos that combine stand-alone and first-person narratives with multimedia. This systematic review examined the contexts and purposes for using digital storytelling in health professions education (HPE) as well as its impact on health professionals' learning and behaviours.

METHODS

We focused on the results of HPE studies gleaned from a larger systematic review that explored digital storytelling in healthcare and HPE. In December 2016, we searched MEDLINE, EMBASE, PsycINFO, CINAHL, and ERIC. We included all English-language studies on digital storytelling that reported at least one outcome from Levels 2 (learning) or 3 (behaviour) of The New World Kirkpatrick Model. Two reviewers independently screened articles for inclusion and extracted data.

RESULTS

The comprehensive search (i.e., digital storytelling in healthcare and HPE) resulted in 1486 unique titles/abstracts. Of these, 153 were eligible for full review and 42 pertained to HPE. Sixteen HPE articles were suitable for data extraction; 14 focused on health professionals' learning and two investigated health professionals' learning as well as their behaviour changes. Half represented the undergraduate nursing context. The purposes for using digital storytelling were eclectic. The co-creation of patients' digital stories with health professionals as well as the creation and use of health professionals' own digital stories enhanced learning. Patients' digital stories alone had minimal impact on health professionals' learning.

CONCLUSIONS

This review highlights the need for high-quality research on the impact of digital storytelling in HPE, especially on health professionals' behaviours.

PROSPERO REGISTRATION NUMBER

CRD42016050271 .

Informed Strangers: Witnessing and Responding to Unethical Care as Student Nurses

Nursing students occupy a unique perspective in clinical settings because they are informed, through education, about how patient care ought to happen. Given the brevity of placements and their “visiting status” in clinical sites, students are less invested in the ethos of specific sites. Subsequently, their perspectives of quality care are informed by what should happen, which might differ from that of nurses and patients. The purpose of this study was to identify predominant themes in patient care, as experienced by students, and the influence that these observations have on the development of their ethical reasoning. Using a qualitative descriptive approach in which 27 nursing student papers and three follow-up in-depth interviews were analyzed, three main themes emerged: Good employee, poor nurse; damaged care; and negotiating the gap. The analysis of the ethical situations in these papers suggests that students sometimes observe care that lacks concern for the dignity, autonomy, and safety of patients. For these student nurses, this tension led to uncertainty about patient care and their eventual profession.

Ethics interventions for healthcare professionals and students: A systematic review

Background:

The ethics and value bases in healthcare are widely acknowledged. There is a need to improve and raise awareness of ethics in complex systems and in line with competing needs, different stakeholders and patients’ rights. Evidence-based strategies and interventions for the development of procedures and practice have been used to improve care and services. However, it is not known whether and to what extent ethics can be developed using interventions.

Objectives:

To examine ethics interventions conducted on healthcare professionals and healthcare students to achieve ethics-related outcomes.

Research design:

A systematic review.

Methods:

Five electronic databases were searched: CINAHL, the Cochrane Library, Philosopher’s Index, PubMed and PsycINFO. We searched for published articles written in English without a time limit using the keywords: ethic* OR moral* AND intervention OR program OR pre-post OR quasi-experimental OR rct OR experimental AND nurse OR nursing OR health care. In the four-phased retrieval process, 23 full texts out of 4675 citations were included in the review. Data were analysed using conventional content analysis.

Ethical consideration:

This systematic review was conducted following good scientific practice in every phase.

Findings:

It is possible to affect the ethics of healthcare practices through professionals and students. All the interventions were educational in type. Many of the interventions were related to the ethical or moral sensitivity of the professionals, such as moral courage and empowerment. A few of the interventions focused on identifying ethical problems or research ethics.

Conclusion:

Patient-related outcomes followed by organisational outcomes can be improved by ethics interventions targeting professionals. Such outcomes are promising in developing ethical safety for healthcare patients and professionals.

Mock Hospital Ethics Committee: An Innovative Simulation to Teach Prelicensure Nursing Students the Complexities of Ethics in Practice

Limited opportunities exist for prelicensure nursing students to observe the interprofessional process required to resolve complex ethical cases in practice. Therefore, a mock hospital ethics committee (MHEC) was assembled to teach the application of ethics in practice through simulation. The MHEC meeting is an example of how nursing education and practice can partner to create meaningful learning experiences.