|Institution:||Washington State University|
|Keywords:||Education; Nursing; Teacher education; Digital Storytelling; Framework-model; Insights to self & others; Listening; Nurse Practitioner Education; Self Reflection|
|Full text PDF:||http://hdl.handle.net/2376/5095|
This qualitative descriptive study examined graduate nurse practitioner (NP) students' experience of creating a digital story. There has been little research done that focuses on the use of digital storytelling (DS) in graduate nursing education to foster reflective thinking. DS provide NP education with new media pathways of literacy, learning, and creativity. The aims of the research 1) Explored various processes students used in the development of their DS; 2) Explored students' learning experience as they listen to and interact with classmates; 3) Identified new insights about self and others. The digital story was assigned to students in a core NP course. This assignment allowed students to share introductions, reflections, and personal information while deconstructing and reconstructing the student's own culture and identity as a part of a self-identity assessment. This design method utilized qualitative research as a method to understand the meaning of events and interactions for students in particular situations using narrative inquiry. A survey tool was developed during a pilot study and those results informed the development of this study's interview tool. Independent analysis of transcripts was performed by three graduate students and two faculty members. Seven female and three male NP students were interviewed. There were seven Caucasians, one Eastern European, one Middle east Asian, and one Pacific Islander. The participants represented a range of ages, nursing specialties, and educational levels. Out of ten participants, four students' stories were chosen to provide readers with a sample of their original responses and show credibility to the study. The analysis revealed several themes: 1) Process and Development, 2) Listening, Learning, and Sharing; 3) Insight into Self and Others; and unexpected themes related to classroom safety, disclosure, and the importance of deeper reflection as it relates to NP clinical education. DS has promising implications for nursing educators. It is a team building tool that blends narrative pedagogies, creativity, and technology to help students develop self-reflection skills. It provides opportunities to listen to stories, create stories, and practice active narrative-based learning that can bridge age, gender, and cultural gaps in both higher educational and professional healthcare settings.