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dc.contributor.authorLillyman, Sue
dc.contributor.authorGutteridge, Robin
dc.contributor.authorBerridge, Pat
dc.date.accessioned2016-10-25T14:35:38Z
dc.date.available2016-10-25T14:35:38Z
dc.date.issued2011-05
dc.identifier.citationLillyman, S., Gutteridge, R., and Berridge, P. (2011) 'Using a storyboarding technique in the classroom to address end of life experiences in practice and engage student nurses in deeper reflection', Nurse Education in Practice, 11 (3)
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.
dc.language.isoen
dc.publisherElsevier
dc.relation.urlhttp://linkinghub.elsevier.com/retrieve/pii/S1471595310001101
dc.subjectStoryboarding
dc.subjectdeep reflection;
dc.subjectEnd of life
dc.subjectNurse training
dc.titleUsing a storyboarding technique in the classroom to address end of life experiences in practice and engage student nurses in deeper reflection
dc.typeJournal article
dc.identifier.journalNurse Education in Practice
html.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.


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