Video Storytelling in the Classroom: The Role of Narrative Transportation

Effects of Arts-Based Pedagogy on Competence Development in Nursing: A Critical Systematic Review

The integration of arts-based methods into nursing education is a topic of growing interest in nursing practice. While there is an emerging body of research on this subject, evidence on competence development remains vague, largely due to methodological weaknesses. The purpose of this review is to evaluate the effectiveness of arts-based pedagogy in nursing, specifically in terms of students' changes in knowledge, skills, and attitudes. It explores which arts-based approaches to nursing education qualify as evidence-based practice in terms of nursing competence. A systematic critical review of research on arts-based pedagogy in nursing was conducted, identifying 43 relevant studies. These studies were assessed for methodological quality based on the CEC Standards for evidence-based practice, and 13 high-quality comparative studies representing a variety of arts-based approaches were selected. Creative drama was identified as the only evidence-based practice in the field, positively affecting empathy. The findings highlight a research gap in nursing education and emphasize the need for measurement and appraisal tools suitable for the peculiarities of arts-based pedagogy.

Development and psychometric testing of the narrative nursing teaching effectiveness scale: A methodological study

BACKGROUND

Narrative teaching is widely used in nursing education. However, there is currently a lack of valid and reliable tool to assess the effectiveness of narrative nursing teaching from the perspective of nursing students.

OBJECTIVES

This study developed a Narrative Nursing Teaching Effectiveness (NNTE) scale and evaluated its psychometric properties.

DESIGN

A methodological design was used to develop and validate the instrument.

SETTINGS

The study took place at a university in southern China.

PARTICIPANTS

The study involved 283 nursing students enrolled at a medical university in Fujian Province, China.

METHODS

The researchers conducted literature reviews, held focus groups and individual interviews, and utilized the Delphi method to create a pool of indicators for a narrative nursing teaching evaluation system. A pretest was administered to 150 nursing students. Next, the primary study involved 283 nursing students, chosen through cluster sampling, completed a general information questionnaire along with the NNTE scale. Data analysis was performed using SPSS 26.0, Mplus 6.1, and STATA 16.0, and included general statistical analysis, critical test theory, and item response theory analyses.

RESULTS

The researchers created a 42-item scale with four subdomains, explaining 60.32 % of the total variance. Confirmatory factor analysis proved the four-factor model's validity. Cronbach's alpha values for the four subscales ranged from 0.869 to 0.949. The average content validity index of the scale was 0.923 and the item content validity index ranged from 0.872 to 1. In addition, all item characteristic curves displayed desirable shapes, and the test information functions provided precise information.

CONCLUSIONS

The NNTE scale exhibits good psychometric properties, providing a scientifically sound and effective instrument to evaluate the effectiveness of the narrative nursing teaching approach to nursing education.

Storytelling: Manifesting Integral Interconnectedness in Holistic Nursing Education

This paper presents a middle-range theory of storytelling in nursing education. Both explanatory and predictive, the theory further develops the existing conceptual work on the topic of storytelling. It places storytelling as a pedagogical technique within the realm of holistic nursing theory and philosophy. Storytelling is seen as a manifestation of the process of integral interconnectedness. The theory suggests a mechanism by which storytelling, as mediated by narrative transportation and neuroplasticity, can be effective in promoting desirable outcomes for holistic nursing students, including the achievement of affective and cognitive educational objectives. The theory describes the relationship of storytelling to narrative transportation and neuroplasticity. Within the concept of storytelling, the Temporal Bidirectionality of Story and Experience and the Story Creation-Interpretation-Recreation Cycle of telling and listening are explained. This theory was developed using deductive reasoning combining existing nursing and non-nursing theories. Recommendations for research and application are included.

How narrative transportation in movies affects audiences' positive word-of-mouth: The mediating role of emotion

On the basis of the cognitive–affective–behavioral model, this study investigated the effects of narrative transportation in movies on audience emotion and positive word-of-mouth (PWOM). To the best of the authors’ knowledge, this is the first study to explore the effects of the multidimensionality of narrative transportation on the multidimensionality of emotion. In this study, narrative transportation was divided into dimensions of empathy, immersion, and belief revision, and emotion was divided into pleasure and arousal. To explore the relationship between narrative transportation, emotions, and PWOM, the participants, comprising individuals with movie watching experience, completed a questionnaire on the movie that had left the deepest impression on them. The responses were analyzed through structural equation modeling. Empathy, immersion, and belief revision were significantly and positively associated with pleasure and arousal, which positively correlated with PWOM. The relationship between empathy or immersion and PWOM was partially mediated by pleasure and arousal, whereas pleasure and arousal fully mediated the association between belief revision and PWOM. Practical suggestions for filmmakers were derived from the present findings.