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

2.50
Hdl Handle:
http://hdl.handle.net/2436/620240
Title:
Using a storyboarding technique in the classroom to address end of life experiences in practice and engage student nurses in deeper reflection
Authors:
Lillyman, Sue; Gutteridge, Robin; Berridge, Pat
Abstract:
This paper evaluates the use of storyboarding within a classroom setting as a means of addressing end of life issues and engaging second year student nurses in creative, critical thinking and deeper reflection on practice. Storyboarding is a process that was developed to encourage learners to use the creative right brain and the critical left brain to formulate ideas in front of a group and then to look at those ideas critically (Lottier, 1986). The session was evaluated using a questionnaire and group discussion to elicit perceived learning from students. The activity was to create the storyboards in small groups, then review the content generated by discussion with the whole group. Main themes identified by the students included breaking bad news, dealing with cardiac arrest situation, coping with families following bereavement and the dying patient. Evaluation of the teaching session suggested that students found storyboarding helped to identify cultural aspects and feelings related to the dying patient. Students valued sharing with each other and the opportunity to have their experiences heard. It was noted that although this method provided as valuable learning experience for the student it is staff and time intensive and attention is required to establish a climate of trust and safety. The risk of exposing unexpected emotions within individual students appears no greater than with other approaches to teaching about loss, death and dying.
Citation:
Using a storyboarding technique in the classroom to address end of life experiences in practice and engage student nurses in deeper reflection 2011, 11 (3):179 Nurse Education in Practice
Publisher:
Elsevier
Journal:
Nurse Education in Practice, volume 11 issue 3 on pages 179 to 185
Issue Date:
May-2011
URI:
http://hdl.handle.net/2436/620240
DOI:
10.1016/j.nepr.2010.08.006
Additional Links:
http://linkinghub.elsevier.com/retrieve/pii/S1471595310001101
Type:
Article
ISSN:
14715953
Appears in Collections:
FEHW

Full metadata record

DC FieldValue Language
dc.contributor.authorLillyman, Sueen
dc.contributor.authorGutteridge, Robinen
dc.contributor.authorBerridge, Paten
dc.date.accessioned2016-10-25T14:35:38Z-
dc.date.available2016-10-25T14:35:38Z-
dc.date.issued2011-05-
dc.identifier.citationUsing a storyboarding technique in the classroom to address end of life experiences in practice and engage student nurses in deeper reflection 2011, 11 (3):179 Nurse Education in Practiceen
dc.identifier.issn14715953-
dc.identifier.doi10.1016/j.nepr.2010.08.006-
dc.identifier.urihttp://hdl.handle.net/2436/620240-
dc.description.abstractThis paper evaluates the use of storyboarding within a classroom setting as a means of addressing end of life issues and engaging second year student nurses in creative, critical thinking and deeper reflection on practice. Storyboarding is a process that was developed to encourage learners to use the creative right brain and the critical left brain to formulate ideas in front of a group and then to look at those ideas critically (Lottier, 1986). The session was evaluated using a questionnaire and group discussion to elicit perceived learning from students. The activity was to create the storyboards in small groups, then review the content generated by discussion with the whole group. Main themes identified by the students included breaking bad news, dealing with cardiac arrest situation, coping with families following bereavement and the dying patient. Evaluation of the teaching session suggested that students found storyboarding helped to identify cultural aspects and feelings related to the dying patient. Students valued sharing with each other and the opportunity to have their experiences heard. It was noted that although this method provided as valuable learning experience for the student it is staff and time intensive and attention is required to establish a climate of trust and safety. The risk of exposing unexpected emotions within individual students appears no greater than with other approaches to teaching about loss, death and dying.en
dc.publisherElsevieren
dc.relation.urlhttp://linkinghub.elsevier.com/retrieve/pii/S1471595310001101en
dc.rightsArchived with thanks to Nurse Education in Practiceen
dc.subjectStoryboardingen
dc.subjectdeep reflection;en
dc.subjectEnd of lifeen
dc.subjectNurse trainingen
dc.titleUsing a storyboarding technique in the classroom to address end of life experiences in practice and engage student nurses in deeper reflection-
dc.typeArticleen
dc.identifier.journalNurse Education in Practice, volume 11 issue 3 on pages 179 to 185en
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