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Lillyman S, Gutteridge R, Berridge P. Using a storyboarding technique in the classroom to address end of life experiences in practice and engage student nurses in deeper reflection. Nurse Educ Pract 2011; 11:179-85. [DOI: 10.1016/j.nepr.2010.08.006] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2009] [Revised: 07/21/2010] [Accepted: 08/29/2010] [Indexed: 11/28/2022]
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Abstract
This action‐orientated evaluation uses case studies from project facilitators involved in three different collaborative improvement programmes in the UK; medicines management services, cancer processes and services for older adults. The objective of this evaluation was to compare and contrast their perspectives of the benefits and limitations of storyboards, with the aim of feeding back to organisers of large‐scale improvement programmes and users of the collaborative methodology, how the impact of the storyboard process can be positive and constructive. Storyboards are an effective technique for improvement project teams to describe their project, demonstrate progress and share information with other improvement teams working on similar topics, as part of a collaborative improvement process. Additional benefits include using the design and production of storyboards as an opportunity to develop team relationships and to provide those team members who desire it, with a chance to use their creative abilities in a positive way.
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