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Billman E, Steele N, Servino K, Bumgardner D, Walker K, Smith SM, Schapira L. Developing "The Health After Cancer Podcast" to amplify cancer survivors' voices through digital storytelling. Patient Educ Couns 2024; 123:108194. [PMID: 38350208 DOI: 10.1016/j.pec.2024.108194] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2023] [Revised: 02/01/2024] [Accepted: 02/05/2024] [Indexed: 02/15/2024]
Abstract
BACKGROUND Cancer survivors experience complex medical and psychosocial challenges after a cancer diagnosis, leading to unmet informational and emotional needs. There is a paucity of cancer survivorship educational resources co-created by survivors and medical professionals. OBJECTIVE Our aim was to create an educational resource for cancer survivors, caregivers, and medical professionals that would leverage digital storytelling to address survivorship topics. PATIENT INVOLVEMENT Our content and production team included cancer survivors, clinicians, educators, and design experts. All content was co-created by cancer survivors and medical experts. METHODS We conducted an environmental scan of existing cancer survivorship educational resources in academic and public domains. Applying human-centered design principles, we incorporated patient perspectives through advisory board meetings and focus groups and identified a podcast as the preferred medium. We selected content and speakers, produced the podcast, and developed a corresponding website. RESULTS Based on patient recommendations, podcast episodes address mental health, fear of cancer recurrence, relationships, parenting, relating to a new body, care transitions for adult survivors of childhood cancer, disclosing health information, and financial burden of cancer. Podcast guests were invited based on lived or learned experience in these domains. Thirteen guests (survivors, experts) and four hosts (two cancer survivors, two oncologists) co-created 15 podcast episodes. Podcast guests found the storytelling experience to be powerful and therapeutic. DISCUSSION Digital storytelling is a scalable and accessible educational tool for communicating complex survivorship concepts that can amplify survivors' voices and increase awareness among survivors and clinicians. Co-creation of educational resources for cancer survivorship by survivors and professionals is a feasible and innovative educational strategy. PRACTICAL VALUE A podcast created by and for cancer survivors in partnership with medical experts highlights opportunities for peer-to-peer digital storytelling to foster community among survivors and caregivers. FUNDING Podcast production was supported by the Stanford Comprehensive Cancer Center.
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Affiliation(s)
- Elle Billman
- Stanford University School of Medicine, Stanford, CA, USA
| | - Natasha Steele
- Department of Medicine, Stanford University School of Medicine, Stanford, CA, USA
| | - Kendahl Servino
- University of Nevada, Reno School of Medicine, Reno, NV, USA
| | - Deila Bumgardner
- EdTech, Stanford Medicine Technology and Digital Solutions, Stanford University School of Medicine, Stanford, CA, USA
| | - Kim Walker
- EdTech, Stanford Medicine Technology and Digital Solutions, Stanford University School of Medicine, Stanford, CA, USA
| | - Stephanie M Smith
- Department of Pediatrics, Division of Hematology, Oncology, Stem Cell Transplantation & Regenerative Medicine, Stanford University School of Medicine, Palo Alto, CA, USA.
| | - Lidia Schapira
- Stanford Cancer Institute, Stanford, CA, USA; Department of Medicine, Division of Oncology, Stanford University School of Medicine, Palo Alto, CA, USA
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Mete İzci S, Çetinkaya B. The impact of digital storytelling for children during paediatric day surgery on anxiety and negative emotional behaviors: Randomized controlled trial. J Pediatr Nurs 2024:S0882-5963(24)00152-0. [PMID: 38658306 DOI: 10.1016/j.pedn.2024.04.034] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/21/2023] [Revised: 04/08/2024] [Accepted: 04/09/2024] [Indexed: 04/26/2024]
Abstract
PURPOSE The aim of the study was to examine the effectiveness of digital storytelling as a therapeutic care intervention in paediatric day surgery. DESIGN AND METHODS his study was conducted in a randomized controlled experimental design. Seventy-two voluntary children who were scheduled for day surgery and met the inclusion criteria for the study were included. Research data were collected using the Child's Descriptive Information Form, the Children's Emotional Manifestation Scale, and the State Anxiety Inventory for Children. The study group used digital storytelling to prepare for day surgery. RESULTS State anxiety scores decreased over time in the study group. The digital storytelling intervention was found to be effective in reducing anxiety scores. In the control group, state anxiety scores were highest on the day of the surgery. Children in the control group experienced higher levels of anxiety on the day of the surgery compared to those in the study group. The high anxiety levels in the control group continued at a higher level even two weeks after surgery. Children in the control group exhibited more negative emotional behaviors on the day of the surgery. CONCLUSION The digital storytelling intervention implemented in this research was found to be effective in reducing children's anxiety and negative emotional behaviors. PRACTICE IMPLICATIONS Digital storytelling should be applied and adapted to various other areas of paediatric surgery. Its utilization is significant for nurses working in the field of day surgery.
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Affiliation(s)
- Selver Mete İzci
- Pediatric Nursing, Institute for Health Sciences, Pamukkale University, Denizli,Turkey.
| | - Bengü Çetinkaya
- Faculty of Health Sciences, Department of Pediatric Nursing, Pamukkale University, Denizli,Turkey.
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Mansfield E, Jalal N, Sanderson R, Shetty G, Hylton A, D'Silva C. Digital storytelling online: a case report exploring virtual design, implementation opportunities and challenges. Res Involv Engagem 2024; 10:37. [PMID: 38594774 PMCID: PMC11003168 DOI: 10.1186/s40900-024-00570-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/16/2024] [Accepted: 03/26/2024] [Indexed: 04/11/2024]
Abstract
BACKGROUND Digital storytelling is an arts-informed approach that engages short, first-person videos, typically three to five minutes in length, to communicate a personal narrative. Prior to the pandemic, digital storytelling initiatives in health services research were often conducted during face-to-face workshops scheduled over multiple days. However, throughout the COVID-19 lockdowns where social distancing requirements needed to be maintained, many digital storytelling projects were adapted to online platforms. METHODS As part of a research project aiming to explore the day surgery treatment and recovery experiences of women with breast cancer in Peel region, we decided to pivot our digital storytelling process to an online format. During the process, we observed that the online digital storytelling format had multiple opportunities and challenges to implementation. RESULTS This paper outlines our promising practices and lessons learned when designing and implementing an online digital storytelling project including pre-production, production and post-production considerations. CONCLUSIONS We provide lessons learned for future teams intending to conduct an online digital storytelling project.
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Affiliation(s)
- Elizabeth Mansfield
- Trillium Health Partners, Institute for Better Health, 2085 Hurontario Street, Mississauga, ON, L5A 4G1, Canada
- Department of Occupational Science and Occupational Therapy, University of Toronto, 6 Queen's Park Crescent West, Toronto, ON, M5S 3H2, Canada
| | - Nafeesa Jalal
- School of Public Health, Seneca College, 13990 Dufferin St, King City, ON, L7B 1B3, Canada
- NJ Global Consulting Inc, 533 Scott Blvd, Milton, ON, L9T 0T8, Canada
| | - Rani Sanderson
- StoryCentre Canada, 1 Bedford Rd, Toronto, ON, M5R 2B5, Canada
| | - Geeta Shetty
- Community Co-researchers, Mississauga and Brampton, Brampton, ON, Canada
| | - Andrea Hylton
- Community Co-researchers, Mississauga and Brampton, Brampton, ON, Canada
| | - Chelsea D'Silva
- Trillium Health Partners, Institute for Better Health, 2085 Hurontario Street, Mississauga, ON, L5A 4G1, Canada.
- 19 to Zero Inc, 4702 21 Street SW, Calgary, AB, T2T 5T4, Canada.
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Auld K, Devaparanam I, Roberts S, McInerney J. Lived experiences of healthcare. Putting the person in person centred care in the medical radiation sciences. Radiography (Lond) 2024; 30:856-861. [PMID: 38582023 DOI: 10.1016/j.radi.2024.03.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2023] [Revised: 03/12/2024] [Accepted: 03/25/2024] [Indexed: 04/08/2024]
Abstract
INTRODUCTION Contemporary healthcare models recognise person-centred care (PCC) as a fundamental principle of quality, safe care. While substantial literature exists on PCC in healthcare generally, there is less evidence on how this relates to medical imaging and radiation therapy. Embedding patient-lived experiences of healthcare into healthcare education has promise in enhancing students' confidence in delivering PCC. Digital storytelling (DST) of patient-lived experiences can help improve reflection, understanding, critical thinking and empathy. METHODS Authentic patient-lived experiences were extracted from students' clinical workbooks, transformed into first person vignettes and integrated into the curriculum. Students were invited to attend focus groups to explore the impact the activity had on the student. RESULTS Thematic analysis identified three themes. (1) Enhancing PCC; (2) Mode of Delivery (Scaffolded Learning); and (3) Collaborative Learning. PCC was the strongest theme with students stating this is the first time they engaged in an activity focused on the psychosocial aspect of patient care. The majority of students indicated the mode of delivery was engaging and unique, whereby the vignettes were presented incrementally. Collaborative learning was identified by over half of the students where learning took place in a safe and supportive environment. CONCLUSION This project explored students' perspectives of integrating patient-lived experiences into the curriculum via DST. Students who engaged with the activities felt better prepared to deliver quality safe PCC. IMPLICATIONS FOR PRACTICE Providing healthcare students with opportunities to develop skills to deliver PCC before they enter the workforce can enhance their confidence in delivering effective PCC.
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Affiliation(s)
- K Auld
- Department of Medical Imaging and Radiation Sciences, Monash University, Melbourne, Australia.
| | - I Devaparanam
- Department of Medical Imaging and Radiation Sciences, Monash University, Melbourne, Australia
| | - S Roberts
- Department of Medical Imaging and Radiation Sciences, Monash University, Melbourne, Australia
| | - J McInerney
- Department of Medical Imaging and Radiation Sciences, Monash University, Melbourne, Australia; Radiology Department, Royal Melbourne Hospital, Melbourne, Australia
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Zhu J, Chen SH, Guo JY, Li W, Li XT, Huang LH, Ye M. Effect of digital storytelling intervention on resilience, self-efficacy and quality of life among patients with non-small cell lung cancer (NSCLC): A randomized controlled trial. Eur J Oncol Nurs 2024; 69:102535. [PMID: 38401347 DOI: 10.1016/j.ejon.2024.102535] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2023] [Revised: 02/03/2024] [Accepted: 02/16/2024] [Indexed: 02/26/2024]
Abstract
OBJECTIVE To verify and compare whether the digital stories could effectively improve the resilience, self-efficacy and quality of life of postoperative NSCLC patients. MATERIALS AND METHODS A total of 90 participants at baseline were randomly assigned to two groups, 45 patients per group. The intervention group received the digital storytelling intervention which includes 4 videos on different topics: positive psychological quality, cultivating healthy living habits, establishing good social support, and insisting on scientific exercise, whereas the control group received only routine care. The resilience, self-efficacy, and quality of life were assessed at baseline (T0) (within 3 days before surgery), immediately after intervention (T1), one month after intervention (T2), and three months after intervention (T3). A linear mixed effects model was used to test the effects of the digital storytelling interventions on resilience, self-efficacy, and quality of life. RESULTS The intervention group reported significantly greater improvements in resilience, self-efficacy, and quality of life (all P < 0.001) at follow-ups than the control group after controlling for age, gender, and education level as covariates. Moreover, the sensitivity analysis results are consistent with the per-protocol, that overall time × group interactions effects were significantly different in resilience, self-efficacy, and quality of life (all P < 0.001). CONCLUSION The digital storytelling intervention based on lung cancer survivors' experience can effectively improve resilience, self-efficacy and quality of life in postoperative lung cancer patients. More comprehensive researches are needed to evaluate the longer-term impacts of the DST and its feasibility for those with more advanced cancer.
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Affiliation(s)
- Jie Zhu
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan, 410011, China; Xiangya Nursing School of Central South University, Changsha, Hunan, 410013, China.
| | - Shi-Hao Chen
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan, 410011, China; Xiangya Nursing School of Central South University, Changsha, Hunan, 410013, China.
| | - Jia-Yi Guo
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan, 410011, China; Xiangya Nursing School of Central South University, Changsha, Hunan, 410013, China.
| | - Wei Li
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan, 410011, China; Xiangya Nursing School of Central South University, Changsha, Hunan, 410013, China.
| | - Xu-Ting Li
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan, 410011, China; Department of Thoracic Surgery, The Second Xiangya Hospital of Central South University, Changsha, Hunan, 410011, China.
| | - Li-Hua Huang
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan, 410011, China; Department of Thoracic Surgery, The Second Xiangya Hospital of Central South University, Changsha, Hunan, 410011, China.
| | - Man Ye
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan, 410011, China; Xiangya Nursing School of Central South University, Changsha, Hunan, 410013, China; Department of Thoracic Surgery, The Second Xiangya Hospital of Central South University, Changsha, Hunan, 410011, China.
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Deng X, Ye M, Li W, Chen S, Guo J, Zhu J, Huang L, Fang C, Peng Z, Yin P. Development of a humanistic care digital storytelling programme for intensive care unit nursing students: Feasibility and satisfaction analysis. Nurse Educ Today 2024; 132:105998. [PMID: 37939571 DOI: 10.1016/j.nedt.2023.105998] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2023] [Revised: 10/08/2023] [Accepted: 10/19/2023] [Indexed: 11/10/2023]
Abstract
BACKGROUND Humanistic care has become an essential quality for modern nurses. However, previous studies have revealed that nursing students lack adequate preparation to meet the needs of patients in intensive care units using a humanistic care approach. OBJECTIVES To develop a humanistic care digital storytelling programme for intensive care nursing students and assess its acceptance and satisfaction among participants through a satisfaction survey. METHODS The development of the programme was based on the SHARE framework (S: sense patient's needs; H: help patient out; A: acknowledge patient's feelings; R: respect patient's dignity and privacy; E: explain what is happening) and involved three steps. Content analysis and narrative adaptation were used to develop a series of digital stories illustrating humanistic stories from clinical practice. The preliminary draft of the programme was modified based on Delphi consultation. Finally, the programme was piloted with nursing students and their satisfaction was evaluated using questionnaires. All statistical analyses were performed using Excel 2016 and SPSS 26.0. RESULTS Four digital stories were successfully selected and a total of 16 questionnaires were distributed and collected in two rounds of expert consultation. The effective Delphi rate was 100 %. The expert authority coefficients in rounds 1 and 2 were 0.82 and 0.875, respectively. The coefficient of variation for round 1 was 0-0.23, and for round 2, it was 0-0.14. The Kendall's coordination coefficient was 0.119 for round 1 and 0.054 for round 2. The nursing students highly evaluated the programme, with 100 % of participants reporting that the digital stories successfully evoked emotional responses and that they were satisfied with the course duration. CONCLUSION A scientifically valid, credible, and satisfactory humanistic care digital storytelling programme was developed for intensive care unit nursing students. The programme provides valuable guidance for nurse educators and scholars seeking to develop effective digital storytelling training programmes.
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Affiliation(s)
- Xianjiao Deng
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan 410011, China; Xiangya Nursing School of Central South University, Changsha, Hunan 410013, China.
| | - Man Ye
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan 410011, China; Xiangya Nursing School of Central South University, Changsha, Hunan 410013, China; Department of Thoracic Surgery, The Second Xiangya Hospital of Central South University, Changsha, Hunan 410011, China.
| | - Wei Li
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan 410011, China; Xiangya Nursing School of Central South University, Changsha, Hunan 410013, China.
| | - Shihao Chen
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan 410011, China.
| | - Jiayi Guo
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan 410011, China; Xiangya Nursing School of Central South University, Changsha, Hunan 410013, China
| | - Jie Zhu
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan 410011, China; Xiangya Nursing School of Central South University, Changsha, Hunan 410013, China.
| | - Lihua Huang
- Department of Thoracic Surgery, The Second Xiangya Hospital of Central South University, Changsha, Hunan 410011, China
| | - Chunhua Fang
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan 410011, China
| | - Zengjin Peng
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan 410011, China
| | - Pinqiang Yin
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan 410011, China
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Kim SW, Langer S, Ahern M, Larkey L, Todd M, Martin D, Weihs K, Khera N. Hematopoietic Cell Transplantation Patient-Caregiver Dyad Perspectives on Participation in a Digital Storytelling Intervention: A Qualitative Approach. Transplant Cell Ther 2023; 29:520.e1-520.e7. [PMID: 37137443 PMCID: PMC10526713 DOI: 10.1016/j.jtct.2023.04.021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2022] [Revised: 04/24/2023] [Accepted: 04/27/2023] [Indexed: 05/05/2023]
Abstract
Storytelling has long been considered an effective means of communication, allowing the teller to process their emotions in light of particular life challenges. Effects on the listener also have been demonstrated to be beneficial, especially if the listener is faced with a similar life challenge. Less is known regarding the potential effects of storytelling on listening dyads and opportunities for joint processing following exposure to relevant stories. We sought to study these phenomena in the context of hematopoietic cell transplantation (HCT), a demanding medical procedure requiring intensive informal caregiving and thus great patient-caregiver entwinement. The purpose of this qualitative descriptive study was to explore participants' perceptions of a 4-week web-based digital storytelling (DST) intervention using both quantitative ratings of acceptability and qualitative coding of interviews conducted after intervention completion. A total of 202 participants (101 HCT patient-caregiver dyads) were recruited from the Mayo Clinic Arizona and randomized into either a DST arm or an Information Control (IC) arm. Participants in the DST arm rated the acceptability of the intervention and were asked to participate in a 30-minute phone interview to discuss their experience with the DST intervention. All interviews were recorded and transcribed verbatim and imported into NVivo 12 for coding and analysis, using a combination of deductive and inductive approaches to organize the data, create categories, and develop themes and subthemes. A total of 38 participants (19 HCT patient-caregiver dyads) completed the post-intervention interviews. Patients were 63% male and 82% White, 68% received allogeneic HCT, and their mean age was 55 years. The median time from HCT was 25 days (range, 6 to 56 days). Caregivers were mostly patients' spouses (73%) and female (69%), with a mean age of 56 years. In general, the 4-week web-based DST intervention was well accepted and liked by both patients and caregivers regarding the duration, dyadic participation, and convenience of participating in the intervention at home. Patients and caregivers who completed the DST intervention indicated that they were satisfied with the intervention (mean score, 4.5 of 5), were likely to recommend it to others (mean score, 4.4), would watch more stories (mean score, 4.1), and that the experience was worth their time (mean score, 4.6). Major themes that emerged from the qualitative analysis included (1) building communal connection through engaging with the stories; (2) positive emotional growth after HCT; (3) value of gaining the other's perspective; and (4) impact of open communication on the patient-caregiver relationship. A web-based DST intervention provides an attractive format through which to deliver a nonpharmacologic psychosocial intervention to HCT patient-caregiver dyads. Watching the emotional content in digital stories may help patients and caregivers cope with psychoemotional challenges together and provide an opportunity for emotional disclosure. Further work on determining optimal paths to disclosure is warranted.
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Affiliation(s)
- Sunny Wonsun Kim
- Edson College of Nursing and Health Innovation, Arizona State University, Phoenix, Arizona.
| | - Shelby Langer
- Edson College of Nursing and Health Innovation, Arizona State University, Phoenix, Arizona
| | - Mary Ahern
- College of Health Solutions, Arizona State University, Phoenix, Arizona
| | - Linda Larkey
- Edson College of Nursing and Health Innovation, Arizona State University, Phoenix, Arizona
| | - Michael Todd
- Edson College of Nursing and Health Innovation, Arizona State University, Phoenix, Arizona
| | - Danielle Martin
- Edson College of Nursing and Health Innovation, Arizona State University, Phoenix, Arizona
| | - Karen Weihs
- Department of Psychiatry, College of Medicine, Tucson, Arizona
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Bryant P. Student experience and digital storytelling: Integrating the authentic interaction of students work, life, play and learning into the co-design of university teaching practices. Educ Inf Technol (Dordr) 2023:1-19. [PMID: 37361834 PMCID: PMC10068190 DOI: 10.1007/s10639-022-11566-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/13/2022] [Accepted: 12/28/2022] [Indexed: 06/28/2023]
Abstract
Designing strategic pedagogical change through the lens of a student experience that is yet to be experienced offers a critical frame for embedding the impacts of transition, uncertainty, belonging and the complexity of the student journey into the co-design of teaching and learning. A digital storytelling approach extends the notion of the student experience beyond the singular and metricised descriptions common in online student satisfaction survey instruments into a rhizomatic, resonant living community that resides in the intersecting spaces of work, life, play and learning. This paper describes an ethnographic-like model of collecting and evaluating the student experience through a semi-structured digital storytelling methodology that supports both co-design and cogenerative dialogue as a form of curriculum enhancement. The paper outlines how the Student Experience Digital Storytelling model was iteratively designed, deployed, and then evaluated through participatory action research-informed case studies at the University of Sydney Business School (Australia) and the London School of Economics and Political Science (United Kingdom) that embedded the student experience into the co-design of curriculum and assessment interventions.
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Affiliation(s)
- Peter Bryant
- University of Sydney Business School, Sydney, Australia
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Njogu A, Kaburu F, Njogu J, Barasa E, Mutisya A, Luo Y. The effect of self-compassion-based programs for infertility (SCPI) on anxiety and depression among women pursuing fertility treatment: a three-armed, randomised controlled trial. J Assist Reprod Genet 2023; 40:911-927. [PMID: 36930358 PMCID: PMC10224906 DOI: 10.1007/s10815-023-02771-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Accepted: 03/06/2023] [Indexed: 03/18/2023] Open
Abstract
PURPOSE To examine the effects of self-compassion training using videos (SCV) versus self-compassion training using digital stories (SC-DS) as compared to a control group (CG) on reducing anxiety and depression symptoms among women pursuing fertility treatment. METHODS A three-armed, randomised controlled trial randomly assigned 200 eligible women to SCV(n = 65), SC-DS (n = 67), and CG (n = 68). All three randomised groups completed questionnaires immediately after randomisation (T1), after completing the interventions (T2), and 10 weeks after the interventions (T3). A generalised estimation equation was used with the intention-to-treat analysis. The primary outcomes were anxiety and depression, and secondary outcomes were self-compassion, infertility self-efficacy, and pregnancy rates. RESULTS SCV and SC-DS participants experienced a significant reduction in anxiety and depression from T1 to T2 and from T1 to T3 (p < 0.001; d > 0.8). SCV and SC-DS participants experienced a significant increase in self-compassion and infertility self-efficacy from T1 to T2 and from T1 to T3 (p < 0.001; d > 0.8). SC-DS seemed to be superior to SCV and CG. No significant differences were found among the three groups in pregnancy rates. SCV and SC-DS participants rated self-compassion training programs positively and said they would highly recommend them to others. CONCLUSION These findings suggest that SCV and SC-DS were effective in reducing anxiety and depression and increasing self-compassion and infertility self-efficacy. Online flexible self-compassion interventions could make psychological support more accessible for women undergoing fertility treatment in resource-poor settings. TRIAL REGISTRATION (ChiCTR2100046065) [12/04/2021].
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Affiliation(s)
- Anne Njogu
- Xiangya School of Nursing, Central South University, Changsha, 410013, Hunan, China
| | - Francis Kaburu
- Xiangya School of Public Health, Central South University, Changsha, China
| | - Julius Njogu
- Jomo Kenyatta University of Agriculture and Technology (JKUAT)/Kenya Medical Research Institute (KEMRI), Nairobi, Kenya
| | - Emmanuel Barasa
- Masinde Muliro University of Science and Technology (MMUST), Kakamega, Kenya
| | - Albanus Mutisya
- Jomo Kenyatta University of Agriculture and Technology (JKUAT), Juja, Kenya
| | - Yang Luo
- Xiangya School of Nursing, Central South University, Changsha, 410013, Hunan, China.
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Lohr AM, Vickery KD, Hernandez V, Ford BR, Gonzalez C, Kavistan S, Patten CA, Njeru JW, Novotny PJ, Larkey LK, Singh D, Wieland ML, Sia IG. Stories for change protocol: A randomized controlled trial of a digital storytelling intervention for Hispanic/Latino individuals with type 2 diabetes. Contemp Clin Trials 2023; 126:107093. [PMID: 36682492 PMCID: PMC9998363 DOI: 10.1016/j.cct.2023.107093] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Revised: 01/16/2023] [Accepted: 01/17/2023] [Indexed: 01/21/2023]
Abstract
BACKGROUND Hispanic/Latino adults are disproportionately impacted by type 2 diabetes mellitus (T2D). The Stories for Change (S4C) Diabetes digital storytelling intervention promotes T2D self-management among Hispanic/Latino people. We describe the S4C protocol and participant baseline characteristics. METHODS Study eligibility criteria: Hispanic or Latino, age 18-70 years, ≥1 office visit within a year at a participating clinic, T2D diagnosis for ≥6 months, HbA1c ≥ 8%, and intention to continue care at the recruitment clinic. We used a two-group, parallel randomized controlled trial design and an intervention derived through a community-based participatory research approach. All participants received usual diabetes care and two cards describing how to engage healthcare teams and access diabetes-related resources. At baseline, the intervention group additionally viewed the 12-min, intervention video (four stories about diabetes self-management). To encourage subsequent video viewing, participants received five monthly text messages. The messages prompted them to self-rate their motivation and self-efficacy for T2D management. The control group received no additional intervention. Bilingual (English/Spanish) staff collected data at baseline, six weeks, three months, and six months including biometric measurements and a survey on diabetes self-management outcomes, theory-based measures, and the number of video views. We reviewed the number of diabetes-related appointments attended using electronic medical record data. RESULTS Participants (n = 451; 70% women, mean age = 53 years) had an average HbA1C ≥9%. Intervention participants reported identifying with the storytellers and engaging with the stories. CONCLUSION We present a digital storytelling intervention protocol that provides a template for future health promotion interventions prioritizing health disparity populations. CLINICALTRIAL gov#NCT03766438.
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Affiliation(s)
- Abby M Lohr
- Division of Community Internal Medicine, Geriatrics, and Palliative Care, Mayo Clinic, 200 1st St SW, Rochester, MN 55905, USA; Center for Clinical and Translational Science, Mayo Clinic, 200 1st St SW, Rochester, MN 55905, USA.
| | - Katherine Diaz Vickery
- Health, Homelessness & Criminal Justice Lab, Hennepin Healthcare Research Institute, 730 S 8th St, Minneapolis, MN 55415, USA
| | | | - Becky R Ford
- Health, Homelessness & Criminal Justice Lab, Hennepin Healthcare Research Institute, 730 S 8th St, Minneapolis, MN 55415, USA
| | - Crystal Gonzalez
- Mountain Park Health Center, 635 E Baseline Rd, Phoenix, AZ 85042, USA
| | - Silvio Kavistan
- Health, Homelessness & Criminal Justice Lab, Hennepin Healthcare Research Institute, 730 S 8th St, Minneapolis, MN 55415, USA
| | - Christi A Patten
- Center for Clinical and Translational Science, Mayo Clinic, 200 1st St SW, Rochester, MN 55905, USA; Department of Psychiatry and Psychology, Mayo Clinic, 200 1st St SW, Rochester, MN 55905, USA
| | - Jane W Njeru
- Division of Community Internal Medicine, Geriatrics, and Palliative Care, Mayo Clinic, 200 1st St SW, Rochester, MN 55905, USA
| | - Paul J Novotny
- Division of Biomedical Statistics and Informatics, Mayo Clinic, 200 1st St SW, Rochester, MN 55905, USA
| | - Linda K Larkey
- Edson College of Nursing and Health Innovation, Arizona State University, 550 N 3rd Street Ac, Phoenix, AZ 85004, USA
| | - Davinder Singh
- Mountain Park Health Center, 635 E Baseline Rd, Phoenix, AZ 85042, USA
| | - Mark L Wieland
- Division of Community Internal Medicine, Geriatrics, and Palliative Care, Mayo Clinic, 200 1st St SW, Rochester, MN 55905, USA; Center for Clinical and Translational Science, Mayo Clinic, 200 1st St SW, Rochester, MN 55905, USA
| | - Irene G Sia
- Center for Clinical and Translational Science, Mayo Clinic, 200 1st St SW, Rochester, MN 55905, USA; Division of Public Health, Infectious Diseases, and Occupational Medicine, Mayo Clinic, 200 1st St SW, Rochester, MN 55905, USA
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Chang CY, Hwang GJ, Chou YL, Xu ZY, Jen HJ. Effects of robot-assisted digital storytelling on hospitalized children's communication during the COVID-19 pandemic. Educ Technol Res Dev 2023; 71:1-13. [PMID: 36855519 PMCID: PMC9949694 DOI: 10.1007/s11423-023-10209-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 02/13/2023] [Indexed: 06/18/2023]
Abstract
This study proposed a robot-assisted digital storytelling approach to reduce hospitalized children's anxiety about intravenous injections and to improve their therapeutic communication and therapeutic engagement. In order to verify the effectiveness of the robot-assisted digital storytelling approach, a randomized controlled study was implemented. A total of 47 children from a regional hospital were randomly assigned to an experimental group (n = 21) and a control group (n = 26). The experimental group adopted the robot-assisted digital storytelling approach in health education for intravenous injections, while the control group received video-based health education. The study results indicated that the proposed robot-assisted digital storytelling approach not only reduced the children's anxiety, but also had positive effects on children's communication about intravenous injections, emotions during hospitalization, and therapeutic engagement. As a consequence, it is suggested that educators and researchers consider adopting robot-assisted digital storytelling to facilitate nursing clinical health education for children.
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Affiliation(s)
- Ching-Yi Chang
- Department of Nursing, Taipei Medical University-Shuang Ho Hospital, New Taipei, Taiwan
- School of Nursing, College of Nursing, Taipei Medical University, 250 Wuxing Street, Taipei, 11031 Taiwan
| | - Gwo-Jen Hwang
- Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, 43, Sec.4, Keelung Rd., Taipei, 106 Taiwan
- Yuan Ze University, Taoyuan, Taiwan
| | - Ya-Lien Chou
- Department of Nursing, Taipei Medical University-Shuang Ho Hospital, New Taipei, Taiwan
| | - Zi-Yin Xu
- School of Nursing, College of Nursing, Taipei Medical University, 250 Wuxing Street, Taipei, 11031 Taiwan
| | - Hsiu-Ju Jen
- Department of Nursing, Taipei Medical University-Shuang Ho Hospital, New Taipei, Taiwan
- School of Nursing, College of Nursing, Taipei Medical University, 250 Wuxing Street, Taipei, 11031 Taiwan
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12
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Khalijian S, Pordelan N, Khamsehzadeh S, Askari A, Heydari H. Customization and use of digital storytelling in providing online career counseling services to students with physical-motor disabilities: A mixed study. Educ Inf Technol (Dordr) 2023; 28:1-28. [PMID: 36819981 PMCID: PMC9932415 DOI: 10.1007/s10639-023-11658-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Accepted: 02/03/2023] [Indexed: 06/18/2023]
Abstract
Nowadays, students with disabilities suffer from various problems in entering the labor market and they need to receive career guidance services. This study was carried out in two parts of quantitative and qualitative with multiple purposes as a mixed design. In the qualitative part, challenges and problems of students in receiving career guidance and counseling were investigated and in the quantitative part, the effect of online career counseling on decreasing the challenges in receiving career counseling services by students with disabilities was studied. Moreover, in the quantitative part, the effect of online counseling on improving academic buoyancy, employability, and mental health of people with disabilities was investigated and its comparison with online career counseling based on digital storytelling was carried out. The qualitative part included 17 experts and students with disabilities and the quantitative part included 95 students with disabilities that were randomly assigned into experimental (i.e. digital storytelling and online career counseling) and control groups. The results of the qualitative part showed that students with disabilities suffer from various individual and social problems in receiving career counseling services. The results of the quantitative part showed that online career counseling with and without digital storytelling can solve the challenges against people with disabilities in receiving career guidance services to some extent. In the second part of quantitative results, it was indicated online career counseling with and without digital storytelling has a significant effect on academic buoyancy, employability, and mental health of students with disabilities and the use of digital storytelling in online counseling led to higher efficiency in employability and mental health.
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Affiliation(s)
- Sadaf Khalijian
- Faculty of Educational Sciences and Psychology, Department of Educational Administration and Human Resources Development, Ferdowsi University of Mashhad, Mashhad, Iran
| | - Nooshin Pordelan
- Department of Education and Counseling, Science and Research Branch, Islamic Azad University, Tehran, Iran
| | - Shekoofeh Khamsehzadeh
- Department of Education and Counseling, Science and Research Branch, Islamic Azad University, Tehran, Iran
| | - Azadeh Askari
- Department of Psychology, Shahid Beheshti University, Tehran, Iran
| | - Hamid Heydari
- Department of Counseling, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
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13
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Levy-Fenner E, Colucci E, McDonough S. Lived Experiences of Mental Health Recovery in Persons of Culturally and Linguistically Diverse (CALD) Backgrounds within the Australian Context. J Psychosoc Rehabil Ment Health 2022:1-26. [PMID: 36533215 PMCID: PMC9735058 DOI: 10.1007/s40737-022-00319-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/20/2022] [Accepted: 11/01/2022] [Indexed: 06/17/2023]
Abstract
Lived experience research related to mental health recovery is advancing, but there remains a lack of narrative material from the perspectives of people from under-represented, non-dominant cultural backgrounds in this domain. This study aimed to explore the lived experiences of mental health recovery in people of culturally and linguistically diverse (CALD) backgrounds in the Australian context. The current study involved a secondary analysis of audio and visual data collected during the digital storytelling project Finding our way in Melbourne, Australia. Thematic analysis was used to understand the lived experience narratives of nine participants in relation to mental health recovery. Five themes were identified through an iterative process of analysis, including Newfound opportunities and care, Family as key motivators and facilitators, Coping and generativity, Cultivating self-understanding and resilience, and Empowerment through social engagement. First person lived experience narratives offer deep insight into understanding the ways in which individuals of marginalised communities conceptualise and embody recovery. These findings further the literature and understanding on how to better serve the needs of people with mental health challenges from CALD communities through informed knowledge of what may be helpful to, and meaningful in, individuals' recoveries.
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Affiliation(s)
- E. Levy-Fenner
- Department of Psychology, Middlesex University, London, UK
| | - E. Colucci
- Department of Psychology, Middlesex University, London, UK
- Global and Cultural Mental Health Unit, The University of Melbourne, Melbourne, Australia
| | - S. McDonough
- Victorian Transcultural Mental Health, St. Vincent’s Hospital, Melbourne, Australia
- Australian Institute for Primary Care and Ageing, La Trobe University, Melbourne, Australia
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14
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Charise A, Pang C, Khalfan KA. What is Intergenerational Storytelling? Defining the Critical Issues for Aging Research in the Humanities. J Med Humanit 2022; 43:615-637. [PMID: 35462580 PMCID: PMC9759502 DOI: 10.1007/s10912-022-09735-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 03/24/2022] [Indexed: 06/14/2023]
Abstract
Intergenerational storytelling (IGS) has recently emerged as an arts- and humanities-focused approach to aging research. Despite growing appeal and applications, however, IGS methods, practices, and foundational concepts remain indistinct. In response to such heterogeneity, our objective was to comprehensively describe the state of IGS in aging research and assess the critical (e.g., conceptual, ethical, and social justice) issues raised by its current practice. Six databases (PsycINFO, MEDLINE, PubMed, Scopus, AgeLine, and Sociological Abstracts) were searched using search terms relating to age, intergenerational, story, and storytelling. Peer-reviewed, English-language studies conducted with participants residing in non-clinical settings were included. One thousand one hundred six (1106) studies were initially retrieved; 70 underwent full review, and 26 fulfilled all inclusion criteria. Most studies characterized IGS as a practice involving older adults (> 50 years old) and conventionally-aged postsecondary/college students (17-19 years old). Typical methodologies included oral and, in more recent literature, digital storytelling. Critical issues included inconsistently reported participant data, vast variations in study design and methods, undefined key concepts, including younger vs. older cohorts, generation, storytelling, and whether IGS comprised an intentional research method or a retrospective outcome. While IGS holds promise as an emerging field of arts- and humanities-based aging research, current limitations include a lack of shared data profiles and comparable study designs, limited cross-cultural representation, and insufficiently intersectional analysis of widespread IGS practices. To encourage more robust standards for future study design, data collection, and researcher reflexivity, we propose seven evidence-based recommendations for evolving IGS as a humanities-based approach to research in aging and intergenerational relations.
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Affiliation(s)
- Andrea Charise
- Department of Health & Society, University of Toronto Scarborough, 1265 Military Trail, c/o Highland Hall Rm. 220, Toronto, ON, M1C 1A4, Canada.
- Graduate Department of English, University of Toronto, Toronto, Canada.
- Department of Psychiatry, Faculty of Medicine, University of Toronto, Toronto, Canada.
- The Health Humanities Learning Lab, University of Toronto, Toronto, Canada.
| | - Celeste Pang
- The Health Humanities Learning Lab, University of Toronto, Toronto, Canada
- Research Department, Egale Canada, Toronto, Canada
- Institute for Life Course and Aging, University of Toronto, Toronto, Canada
| | - Kaamil Ali Khalfan
- The Health Humanities Learning Lab, University of Toronto, Toronto, Canada
- Faculty of Law and Odette School of Business, University of Windsor, Windsor, Canada
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15
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Kim WS, Langer S, Todd M, Larkey L, Jo S, Bangerter LR, Khera N. Feasibility of a Digital Storytelling Intervention for Hematopoietic Cell Transplant Patients. J Cancer Educ 2022; 37:1275-1285. [PMID: 33389660 DOI: 10.1007/s13187-020-01948-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/21/2020] [Indexed: 06/12/2023]
Abstract
Patients undergoing hematopoietic cell transplantation (HCT) are at risk for psychological and social impairment given the rigors and multiple sequelae of treatment. The purpose of this pilot study was to test the feasibility of a digital storytelling (DS) intervention for HCT patients, and to examine limited efficacy of the intervention relative to control arm on psychological distress and perceived social support. Adult HCT patients (n = 40, M age = 59.2 years) were enrolled immediately post-HCT and randomly assigned to either DS intervention or information control (IC). DS participants viewed four 3-min personal, emotionally rich digital stories, and IC condition participants viewed four videos containing information about post-HCT care. Feasibility regarding recruitment, enrollment efforts, and change scores from pre- to post-intervention (Δs) on depression, anxiety, and perceived social support were tracked. Fifty-four (51.4%) of 105 eligible patients consented. Forty (74%) patients completed the intervention. All but one completed the post-intervention assessments demonstrating that HCT patients can be recruited and retained for this intervention. On average, perceived social support increased for the DS group (Δ = 0.06) but decreased for the IC group (Δ = - 0.05). Anxiety and depression improved over time in both conditions. Viewing digital stories with content evoking emotional contexts similar to one's own health challenges may improve perceptions of social support among HCT patients. How DS can improve perceived social support for both short-term and longer-term sustained effects in a longitudinal study is an area ripe for additional investigation.
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Affiliation(s)
- Wonsun Sunny Kim
- Edson College of Nursing and Health Innovation, Arizona State University, 500 N. 3rd St. MC. 3020, Phoenix, AZ, 85004, USA.
| | - Shelby Langer
- Edson College of Nursing and Health Innovation, Arizona State University, 500 N. 3rd St. MC. 3020, Phoenix, AZ, 85004, USA
| | - Michael Todd
- Edson College of Nursing and Health Innovation, Arizona State University, 500 N. 3rd St. MC. 3020, Phoenix, AZ, 85004, USA
| | - Linda Larkey
- Edson College of Nursing and Health Innovation, Arizona State University, 500 N. 3rd St. MC. 3020, Phoenix, AZ, 85004, USA
| | - Soojung Jo
- Edson College of Nursing and Health Innovation, Arizona State University, 500 N. 3rd St. MC. 3020, Phoenix, AZ, 85004, USA
| | | | - Nandita Khera
- College of Medicine, Mayo Clinic of Arizona, Phoenix, AZ, USA
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16
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Sljivic H, Sutherland I, Stannard C, Ioppolo C, Morrisby C. Changing attitudes towards older adults: Eliciting empathy through digital storytelling. Gerontol Geriatr Educ 2022; 43:360-373. [PMID: 35837695 DOI: 10.1080/02701960.2021.1900838] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Ageist attitudes ingrained within societies lead to negative health outcomes for older generations. Face-to-face storytelling is one method that is effective in combating negative attitudes but may be limited in its reach. This pilot study aimed to explore if empathy evoked through digital storytelling influenced the attitudes about older adults held by younger people. The Listening Lounge exhibition displayed ten digital stories containing narratives from older adults. Surveys captured 85 young adult participants' responses following viewing a digital story. A mixed-methods approach explored participant attitudes of older adults and their experience of empathy. The results showed a statistically significant positive change in participants' attitudes post-viewing compared to pre-viewing the digital stories; regardless of initial positive attitudes toward older adults. Participants reported that attitudinal change occurred when the digital stories challenged their generalizations about older adults, and when they felt empathy toward the storyteller. Empathy was fostered by the digital story components, particularly tone of voice and story content, which enabled a deeper understanding of the older adult's experience. This pilot study provides foundational research into the use of digital storytelling and its ability to evoke empathy and positively influence attitudes. The findings from this study may inform replication of this research on a larger scale.
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Affiliation(s)
- Hannah Sljivic
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Western Australia
| | - Isobel Sutherland
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Western Australia
| | - Courtney Stannard
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Western Australia
| | - Carmel Ioppolo
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Western Australia
| | - Claire Morrisby
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Western Australia
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17
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Lohr AM, Raygoza Tapia JP, Valdez ES, Hassett LC, Gubrium AC, Fiddian-Green A, Larkey L, Sia IG, Wieland ML. The use of digital stories as a health promotion intervention: a scoping review. BMC Public Health 2022; 22:1180. [PMID: 35698097 PMCID: PMC9192132 DOI: 10.1186/s12889-022-13595-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Accepted: 05/31/2022] [Indexed: 11/12/2022] Open
Abstract
Background It is challenging to develop health promotion interventions created in collaboration with communities affected by inequities that focus beyond individual behavior change. One potential solution is interventions that use digital stories (DS). Digital storytelling (DST) is an opportunity for reflection, connection with others, and the elevation of voices often absent from daily discourse. Consequently, public health researchers and practitioners frequently employ the DST workshop process to develop messaging that promotes health and highlights concerns in partnership with historically marginalized communities. With participants’ permission, DS can reach beyond the storytellers through behavior or attitude change interventions for health promotion among communities who share the targeted health concern. Our goal was to synthesize the literature describing interventions that use DS for health promotion to identify gaps. Methods We conducted a scoping review. Our inclusion criteria were articles that: 1) described empirical research; 2) used DS that were developed using the StoryCenter DST method; 3) assessed an intervention that used DS to address the health promotion of viewers (individuals, families, community, and/or society) impacted by the targeted health issue 4) were written in English or Spanish. To synthesize the results of the included studies, we mapped them to the health determinants in the National Institute of Minority Health and Health Disparities (NIMHD) research framework. We assessed the number of occurrences of each determinant described in the results of each article. Results Ten articles met the eligibility criteria. All the included articles highlighted health equity issues. Our mapping of the articles with definitive results to the NIMHD research framework indicates that interventions that use DS addressed 17 out of 20 health determinants. All mapped interventions influenced intentions to change health behaviors (NIMHD level/domain: Individual/Behavioral), increased health literacy (Individual/Health Care System), and/or stimulated conversations that addressed community norms (Community/Sociocultural Environment). Conclusions Interventions that use DS appear to positively affect the health promotion of participants across a range of health issues and determinants. Future research is needed in the Interpersonal, Community, and Societal levels and within the Biological, Physical/Built Environment, and Sociocultural Environment domains.
Supplementary Information The online version contains supplementary material available at 10.1186/s12889-022-13595-x.
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Affiliation(s)
- Abby M Lohr
- Department of Community Internal Medicine, Mayo Clinic, Rochester, USA.
| | | | - Elizabeth Salerno Valdez
- Department of Community Health Education, School of Public Health and Health Sciences, University of Massachusetts, Amherst, USA
| | | | - Aline C Gubrium
- Department of Community Health Education, School of Public Health and Health Sciences, University of Massachusetts, Amherst, USA
| | - Alice Fiddian-Green
- School of Nursing and Health Professions, University of San Francisco, San Francisco, USA
| | - Linda Larkey
- College of Nursing and Health Innovation, Arizona State University, Tempe, USA
| | - Irene G Sia
- Department of Infectious Diseases, Mayo Clinic, Rochester, USA
| | - Mark L Wieland
- Department of Community Internal Medicine, Mayo Clinic, Rochester, USA
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18
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Zarifsaniey N, Shirazi MO, Mehrabi M, Bagheri Z. Promoting self-management behaviors in adolescents with type 1 diabetes, using digital storytelling: a pilot randomized controlled trial. BMC Endocr Disord 2022; 22:74. [PMID: 35317771 PMCID: PMC8941790 DOI: 10.1186/s12902-022-00988-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/03/2021] [Accepted: 03/14/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND This study aimed to assess the effects of digital storytelling on the self-management behavior of adolescents with type 1 diabetes (TID). METHODS In this pilot randomized controlled clinical trial, 60 adolescents with TID were randomly allocated into two parallel groups: intervention (training with digital storytelling method, n = 33) or control (training with a conventional method, n = 33). The primary outcome was assessing the Self-Management behavior of adolescents with TID (SMOD-A) at baseline and three months after the intervention. RESULTS The results revealed that digital storytelling could significantly improve self-management behaviors amongst adolescents with TID (P = 0.005). In contrast, in the control group, no significant changes were observed (P > 0.05). Furthermore, the mean score of Collaboration with Parents subscale was significantly higher in the digital storytelling group than in the control group after the intervention (p = 0.022). The results also showed that the level of Collaboration With Parents' subscale scores had a meaningful reverse relationship with the adolescent age after digital storytelling (p = 0.048). Repeated measures ANOVAs showed that there were significant main effects of time and group on collaboration with parents(p = 0.002) and goal subscales (p = 0.035). With respect to HbA1c levels, significant changes were not observed in any of the groups (P > 0.05). CONCLUSIONS Digital storytelling is practicable and a potentially beneficial training modality for adolescents with TID. TRIAL REGISTRATION This trial was respectively registered. CLINICALTRIALS gov Identifier: IRCT20191220045828N1 . Date of registration: Oct 29. 2020.
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Affiliation(s)
- Nahid Zarifsaniey
- Department of E-Learning, Virtual School, Shiraz University of Medical Sciences, Neshat Avenue, 1846- 71345 Shiraz, Iran
| | - Masoomeh Otrodi Shirazi
- Department of E-Learning, Virtual School, Shiraz University of Medical Sciences, Neshat Avenue, 1846- 71345 Shiraz, Iran
| | - Manoosh Mehrabi
- Department of E-Learning, Virtual School, Shiraz University of Medical Sciences, Neshat Avenue, 1846- 71345 Shiraz, Iran
| | - Zahra Bagheri
- Department of Biostatistics, Faculty of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
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Zarei A, Mojtahedzadeh R, Mohammadi A, Sandars J, Hossein Emami SA. Applying digital storytelling in the medical oncology curriculum: Effects on students' achievement and critical thinking. Ann Med Surg (Lond) 2021; 70:102528. [PMID: 34540209 PMCID: PMC8441090 DOI: 10.1016/j.amsu.2021.102528] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2021] [Revised: 06/27/2021] [Accepted: 06/27/2021] [Indexed: 11/25/2022] Open
Abstract
Background Digital storytelling (DST), which combines traditional storytelling with digital tools, can provide a narrative pedagogy that promotes critical thinking (CT). However, we found no previous study in medical education. Materials and methods The aim of the study was to investigate if DST can promote CT and, if so, which CT skills were improved. Thirty-two students participated in a non-equivalent control group pretest-posttest research study, with 16 in each group. The participants were fifth-year medical students on a hematology rotation. We compared the routine instructional method (control group) with DST (intervention group). The measures of CT used for the pre- and post-test in both groups was the Health Science Reasoning Test (HRST) and knowledge test. We also evaluated the satisfaction of the students in DST group. We used Paired and independent t-tests for comparing the mean scores. To eliminate the confounding effect of pre-test on the results of the intervention, the ANCOVA test was used. Results There was no significant difference in the overall CT pretest scores (P-value = 0.51) between the control and intervention groupsbut the difference was significant for the post-test scores (P-value = 0.03). Although post-test scores showed a significant increase (P-value = 0.002) compared to pre-test scores in the intervention group, no significant increase was observed in the control group (P-value = 0.26). Most students considered that DST improved their CT, deep learning, communication skills and team-working. Conclusions The study demonstrated that DST promoted CT. We recommend the use of DST to promote CT in clinical education placements. Critical thinking (CT) is a vital ability for medical students. Digital storytelling (DST) is a narrative approach to promote CT. DST promote CT as well as analysis skill in clinical setting. For medical students who deal with everyday patient's stories, DST is a powerful teaching and learning method in clinical education.
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Affiliation(s)
- Afagh Zarei
- Department of Medical Education, Medical School, Tehran University of Medical Sciences, Tehran, Iran
| | | | | | - John Sandars
- Edge Hill University, Medical School, Ormskirk, UK
| | - Seyed Amir Hossein Emami
- Department of Internal Medicine, Associate Professor in Hematology/ Medical Oncology Ward, Imam Khomeini Hospital, Tehran University of Medical Sciences, Tehran, Iran
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20
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Park E, Forhan M, Jones CA. The use of digital storytelling of patients' stories as an approach to translating knowledge: a scoping review. Res Involv Engagem 2021; 7:58. [PMID: 34454604 PMCID: PMC8403386 DOI: 10.1186/s40900-021-00305-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/11/2021] [Accepted: 08/06/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND A growing interest has centered on digital storytelling in health research, described as a multi-media presentation of a story using technology. The use of digital storytelling in knowledge translation (KT) is emerging as technology advances in healthcare to address the challenging tasks of disseminating and transferring knowledge to key stakeholders. We conducted a scoping review of the literature available on the use of patient digital storytelling as a tool in KT interventions. METHODS We followed by Arksey and O'Malley (Int J Soc Res Methodol 8(1):19-32, 2005), and Levac et al. (Implement Sci 5(1):69, 2010) recommended steps for scoping reviews. Search strategies were conducted for electronic databases (Medline, CINAHL, Web of Science, ProQuest dissertations and theses global, Clinicaltrials.gov and Psychinfo). The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews (PRISMA-ScR) was used to report the review process. RESULTS Of 4656 citations retrieved, 114 full texts were reviewed, and twenty-one articles included in the review. Included studies were from nine countries and focused on an array of physical and mental health conditions. A broad range of interpretations of digital storytelling and a variety of KT interventions were identified. Digital storytelling was predominately defined as a story in multi-media form, presented as a video, for selective or public viewing and used as educational material for healthcare professionals, patients and families. CONCLUSION Using digital storytelling as a tool in KT interventions can contribute to shared decision-making in healthcare and increase awareness in patients' health related experiences. Concerns centered on the accuracy and reliability of some of the information available online and the impact of digital storytelling on knowledge action and implementation.
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Affiliation(s)
- Elly Park
- Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, AB, T6G 2G4, Canada
| | - Mary Forhan
- Department Occupational Therapy, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, AB, T6G 2G4, Canada
| | - C Allyson Jones
- Department Physical Therapy, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, AB, T6G 2G4, Canada.
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21
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Yan T, Lang M, Kyomuhangi T, Naggayi B, Kabakyenga J, William W, Ashaba S, Neema CM, Tumuhimbise M, Mutatina R, Natumanya D, Brenner JL. Let all know: insights from a digital storytelling facilitator training in Uganda. Glob Health Action 2021; 14:1933786. [PMID: 34227460 PMCID: PMC8266251 DOI: 10.1080/16549716.2021.1933786] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/29/2022] Open
Abstract
BACKGROUND Digital storytelling (DST) is a participatory, arts-based methodology that facilitates the creation of short films called digital stories. Both the DST process and resulting digital stories can be used for education, research, advocacy, and therapeutic purposes in public health. DST is widely used in Europe and North America, and becoming increasingly common in Africa. In East Africa, there is currently limited in-country DST facilitation capacity, which restricts the scope of use. Through a Ugandan-Canadian partnership, six Ugandan faculty and staff from Mbarara University of Science and Technology participated in a pilot DST facilitation training workshop to enhance Ugandan DST capacity. OBJECTIVE This Participatory Action Research (PAR) study assessed the modification of DST methodology, and identified the future potential of DST in Uganda and other East African settings. METHODS In the two-week DST Facilitator Training, trainees created their own stories, learned DST technique and theory, facilitated DST with community health workers, and led a community screening. All trainees were invited to contribute to this study. Data was collected through daily reflection and journaling which informed a final, post-workshop focus group where participants and researchers collaboratively analyzed observations and generated themes. RESULTS In total, twelve stories were created, six by trainees and six by community health workers. Three key themes emerged from PAR analysis: DST was a culturally appropriate way to modernize oral storytelling traditions and had potential for broad use in Uganda; DST could be modified to address ethical and logistical challenges of working with vulnerable groups in-country; training in-country facilitators was perceived as advantageous in addressing community priorities. CONCLUSION This pilot study suggests DST is a promising methodology that can potentially be used for many purposes in an East African setting. Building in-country DST facilitation capacity will accelerate opportunities for addressing community health priorities through amplifying local voices.
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Affiliation(s)
- Tingting Yan
- Department of Paediatrics and Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Canada
| | - Michael Lang
- Faculty of Nursing, University of Calgary, Calgary, Canada.,Common Language Digital Storytelling, Calgary, Canada
| | - Teddy Kyomuhangi
- Maternal Newborn and Child Health Institute, Mbarara University of Science and Technology, Mbarara, Uganda
| | - Barbara Naggayi
- Faculty of Interdisciplinary Studies, Mbarara University of Science and Technology, Mbarara, Uganda
| | - Jerome Kabakyenga
- Maternal Newborn and Child Health Institute, Mbarara University of Science and Technology, Mbarara, Uganda
| | - Wasswa William
- Department of Biomedical Sciences and Engineering, Mbarara University of Science and Technology, Mbarara, Uganda
| | - Scholastic Ashaba
- Department of Psychiatry, Mbarara University of Science and Technology, Mbarara, Uganda
| | - Clementia Murembe Neema
- Department of Human Development and Relational Sciences, Mbarara University of Science and Technology, Mbarara, Uganda
| | - Manasseh Tumuhimbise
- Faculty of Business and Management Sciences, Mbarara University of Science and Technology, Mbarara, Uganda
| | - Robens Mutatina
- Maternal Newborn and Child Health Institute, Mbarara University of Science and Technology, Mbarara, Uganda
| | - Deborah Natumanya
- Department of Computer Science, Mbarara University of Science and Technology, Mbarara, Uganda
| | - Jennifer L Brenner
- Department of Paediatrics and Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Canada
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Wood EH, Waterman AD, Pines R. Storytelling to Inspire Dialysis Patients to Learn about Living Donor Kidney Transplant. Blood Purif 2021; 50:655-661. [PMID: 33440381 DOI: 10.1159/000512651] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2020] [Accepted: 10/27/2020] [Indexed: 11/19/2022]
Abstract
BACKGROUND Policy changes including the Advancing American Kidney Health initiative and CMS's ESRD Quality Incentive Program recommend increasing educational initiatives within dialysis centers to increase living kidney donor transplant (LDKT) rates. LDKT education can be challenging in dialysis centers due to limited provider time to educate, patient fears or reluctance to learn about LDKT, and difficulty educating potential living donors. New educational innovations that increase dialysis patient curiosity about pursuing LDKT are needed. SUMMARY Digital first-person storytelling, or the sharing of narratives by individuals in their own words, is a culturally competent, health literate, patient-driven approach to expanding patient understanding about LDKT that can supplement traditional educational strategies without additional burden for dialysis providers. The Living Donation Storytelling Project is an online digital library of over 150 video stories told by diverse kidney recipients, donors, those in search of a donor, and their family/friends. By honestly discussing how they overcame fears and challenges related to LDKT, these stories address sensitive topics that can be hard for providers to introduce by using easily accessible learning methodology that may better connect with racial/ethnic minorities, scared patients, and patients facing health literacy challenges. Key Messages: Supplementing traditional educational approaches with digital storytelling may help overcome time limitations in educating for busy providers, boost providers' own knowledge about LDKT, serve as a free supplemental resource for patients, reduce fears and increase self-efficacy about transplant, help more patients to share about transplant with their social networks, and ultimately increase LDKT rates.
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Affiliation(s)
- Emily H Wood
- David Geffen School of Medicine, Los Angeles, California, USA
| | - Amy D Waterman
- David Geffen School of Medicine, Los Angeles, California, USA, .,Terasaki Institute for Biomedical Innovation, Los Angeles, California, USA,
| | - Rachyl Pines
- Cottage Hospital, Santa Barbara, California, USA
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Sanchez-Lopez I, Perez-Rodriguez A, Fandos-Igado M. The explosion of digital storytelling. Creator's perspective and creative processes on new narrative forms. Heliyon 2020; 6:e04809. [PMID: 32984576 PMCID: PMC7494468 DOI: 10.1016/j.heliyon.2020.e04809] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2020] [Revised: 07/31/2020] [Accepted: 08/25/2020] [Indexed: 11/19/2022] Open
Abstract
Networked digital narratives are developed in a society marked by distrust in meta-narratives, liquidity and tension between Mass Media and New Media. This research aims to delve into these narratives from the creators’ perspective, analyzing new formats, authors and creative processes that are put into practice. For that purpose, the applied methodology combines in-depth interviews with creators with discourse analysis, and arts based research with the technique of the research journal. The results reveal an overflow of the classical conception of narrative, a trend towards convergence, and the dominance of visual and sequential creative thinking over alphabetical-continuous thinking. It also shows a series of clues for the creation of digital narratives: interactivity, hypermedia, transmedia, virtuality and connectivity. Finally, we highlight that creators do not have preestablished guidelines and follow the procedure of trial and error for the construction of their narratives.
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Affiliation(s)
| | - Amor Perez-Rodriguez
- Department of Philology at the University of Huelva, Huelva, Spain
- Corresponding author.
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Petty J, Jarvis J, Thomas R. Exploring the impact of digital stories on empathic learning in neonatal nurse education. Nurse Educ Pract 2020; 48:102853. [PMID: 32947233 DOI: 10.1016/j.nepr.2020.102853] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2020] [Revised: 07/21/2020] [Accepted: 08/12/2020] [Indexed: 11/25/2022]
Abstract
Within neonatal nurse education, learning to understand the compelling emotional experiences of parents following the birth of their premature baby is essential to give person-centred empathic care. A collection of digital stories informed by parents' experiences was created to use as a pedagogical tool for students and staff within the neonatal speciality. This study reports on an exploration of the value of these digital stories for the enhancement of empathic learning. Using the principles of narrative inquiry, a mixed-methods design comprising 'point-of-view', reflective exercises, interviews and a questionnaire distributed to nursing students and practice staff ascertained views of three digital stories. The participants evaluated the digital stories positively overall and it was clear they were an effective and innovative way to learn about emotional experiences of parents. Powerful emotional messages from parents enhanced awareness, understanding and insight into their affective experience. Within the context of narrative-based neonatal education, there is a place for digital storytelling as a pedagogical strategy informed by parent narratives, to teach students and staff about the emotional impact of the neonatal care experience. In turn, this can potentially lead to more empathic, person-centred care relating to the families of sick, vulnerable babies.
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Affiliation(s)
- Julia Petty
- University of Hertfordshire, Hatfield, Hertfordshire, AL109AB, UK.
| | - Joy Jarvis
- University of Hertfordshire, Hatfield, Hertfordshire, AL109AB, UK
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25
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Whitley R, Sitter KC, Adamson G, Carmichael V. Can participatory video reduce mental illness stigma? Results from a Canadian action-research study of feasibility and impact. BMC Psychiatry 2020; 20:16. [PMID: 31918689 PMCID: PMC6953159 DOI: 10.1186/s12888-020-2429-4] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/05/2019] [Accepted: 01/02/2020] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Evidence suggests that stigma against people with mental illness remains high. This demands innovative approaches to reduce stigma. One innovative stigma reduction method is participatory video (PV), whereby marginalized people come together to script, film and produce bottom-up educational videos about shared issues. These videos are then shown to target groups. This paper has two objectives (i) to examine the feasibility of using participatory video with people with severe mental illness (SMI); and (ii) to assess viewer impressions of the resultant videos and subsequent subjective impact. METHODS We conducted a participatory action research study with three workgroups of people with severe mental illness situated in different Canadian cities, who set out to create and disseminate locally-grounded mental-health themed videos. This involved process and outcome evaluation to assess feasibility and impact. Specifically, we (i) observed fidelity to a co-designed action-plan in all three workgroups; (ii) distributed brief purpose-built questionnaires to viewers at organized screenings to assess preliminary impact; and (iii) conducted focus groups with viewers to elicit further impressions of the videos and subsequent subjective impact. RESULTS The three workgroups achieved high-fidelity to the action-plan. They successfully produced a total of 26 videos, over double the targeted number, during an 18-month period. Likewise, the workgroups organized 49 screenings at a range of venues attended by 1542 people, again exceeding the action-plan targets. Results from the viewer questionnaires (N = 1104, response rate 72%) indicated that viewers reported that their understandings had improved after watching the videos. Four themes emerged from six viewer focus groups (N = 30), with participants frequently noting that videos were (i) educational and informative; (ii) real and relatable; (iii) attention-grabbing; and (iv) change-inducing. CONCLUSIONS To our knowledge, this study is the first large-scale multi-site project examining the feasibility and impact of a participatory video program for people with severe mental illness. The results indicate that participatory video is a feasible method in this population and gives preliminary evidence that resultant videos can reduce viewer stigma. Thus, participatory video should be considered a promising practice in the ongoing effort to reduce mental illness stigma.
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Affiliation(s)
- Rob Whitley
- Department of Psychiatry, Douglas Hospital Research Centre, McGill University, 6875 LaSalle Blvd, Montreal, QC, H4H 1R3, Canada.
| | - Kathleen C. Sitter
- 0000 0004 1936 7697grid.22072.35University of Calgary, 2500 University Dr. NW, Calgary, AB T2N 1N4 Canada
| | - Gavin Adamson
- 0000 0004 1936 9422grid.68312.3eSchool of Journalism, Ryerson University, 350 Victoria St, Toronto, ON M5B 2K3 Canada
| | - Victoria Carmichael
- 0000 0004 1936 8649grid.14709.3bDepartment of Psychiatry, Douglas Hospital Research Centre, McGill University, 6875 LaSalle Blvd, Montreal, QC H4H 1R3 Canada
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Abstract
PURPOSE Digital storytelling (DST), broadly speaking, is a storytelling method that is interwoven with digital media. It is commonly used in educational settings or human services to support various sorts of social advocacy. While many of these DST practices have devised methods to engage marginalized groups to express their voices, they lack parallel initiatives to enable audiences to understand those voices. This study examined a story-retelling workshop model called StoryAd, which utilizes productions from DST activities to facilitate face-to-face contact. The workshop itself is also a lite version of DST activity. METHOD A pilot study was conducted in Hong Kong in 2019. Participants enrolled online, met offline, and their advertisement ideas might go online and contribute back to the stories. The workshop model was evaluated using a one-group pretest-posttest design. The participants were 45 Hong Kong Chinese, aged 18-60. RESULTS Participants' critical thinking disposition, self-esteem, perspective-taking, and curiosity toward new information increased, while their need for cognitive-closure decreased. DISCUSSION AND CONCLUSION This study has proved the feasibility and acceptability of the workshop model. It also opens the discussion about extending DST pedagogy to engage and influence story-readers.
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Affiliation(s)
- Chitat Chan
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, China
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27
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Kim W, Bangerter LR, Jo S, Langer S, Larkey L, Griffin J, Khera N. Feasibility and Acceptability of a 3-Day Group-Based Digital Storytelling Workshop among Caregivers of Allogeneic Hematopoietic Cell Transplantation Patients: A Mixed-Methods Approach. Biol Blood Marrow Transplant 2019; 25:2228-2233. [PMID: 31265918 DOI: 10.1016/j.bbmt.2019.06.030] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2019] [Revised: 05/13/2019] [Accepted: 06/26/2019] [Indexed: 11/19/2022]
Abstract
Family caregivers are essential partners for patients undergoing hematopoietic cell transplantation (HCT). The caregiving role is emotionally, physically, and financially demanding. Intervention efforts to provide relief for caregiver stress during HCT are highly warranted. Storytelling interventions are accruing evidence for efficacy in therapeutic contexts. The purpose of this study was to conduct a 3-full consecutive day digital storytelling (DST) workshop to build knowledge on caregivers' lived experiences during HCT, to pilot test DST with a small group of HCT caregivers, and to demonstrate feasibility and acceptability using qualitative and quantitative measures. Six adult caregivers of allogeneic HCT recipients (mean age, 60.2 years) attended a 3-day DST program (66% female, 83% white). All successfully created their personal audiovisual digital story (2 to 3 minutes long) and completed a survey. All participants rated the DST workshop as highly acceptable and therapeutic (mean score 5, on a scale of 1 to 5). Group discussions and interviews with participants further demonstrated high satisfaction and acceptability of the workshop format, setting, process, and structure. The survey results showed decreases in anxiety and depression from before to after the DST workshop with all participants showing change in the expected direction. This study demonstrates the feasibility and acceptability of a 3-day DST workshop as a distress-relieving tool for HCT caregivers. Future research is needed to test the efficacy of DST relative to a control condition.
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Affiliation(s)
- Wonsun Kim
- College of Nursing and Health Innovation, Arizona State University, Phoenix, Arizona; Mayo Clinic College of Medicine, Phoenix, Arizona.
| | - Lauren R Bangerter
- Mayo Clinic Robert D. and Patricia E. Kern Center for the Science of Healthcare Delivery, Rochester, Minnesota
| | - Soojung Jo
- College of Nursing and Health Innovation, Arizona State University, Phoenix, Arizona
| | - Shelby Langer
- College of Nursing and Health Innovation, Arizona State University, Phoenix, Arizona; Mayo Clinic College of Medicine, Phoenix, Arizona
| | - Linda Larkey
- College of Nursing and Health Innovation, Arizona State University, Phoenix, Arizona; Mayo Clinic College of Medicine, Phoenix, Arizona
| | - Joan Griffin
- Mayo Clinic Robert D. and Patricia E. Kern Center for the Science of Healthcare Delivery, Rochester, Minnesota
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Urstad KH, Ulfsby KJ, Brandeggen TK, Bodsberg KG, Jensen TL, Tjoflåt I. Digital storytelling in clinical replacement studies: Nursing students' experiences. Nurse Educ Today 2018; 71:91-96. [PMID: 30268074 DOI: 10.1016/j.nedt.2018.09.016] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/28/2017] [Revised: 08/07/2018] [Accepted: 09/14/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Reflection through shared storytelling is an established and well-documented way of learning in clinical placement studies in nursing education. Digital development has provided storytelling activities with increased possibilities. AIM The aim of this study was to explore nursing students' experiences with student-created digital storytelling as a tool for reflection during clinical placement studies. METHODS The study employed an explorative qualitative design. Five semi-structured focus group interviews with students (=37) from two different nursing education institutions in Norway were conducted during fall 2016 and spring 2017. FINDINGS The findings showed that the use of the student-created digital storytelling was a trigger for engagement, promoted feelings of ownership of the reflection, and resulted in a deeper understanding. However, the study also revealed that the storyteller might be placed in a vulnerable position. CONCLUSION AND IMPLICATIONS FOR PRACTICE Student-created digital storytelling seems to be valuable for processes of reflection in clinical placement studies in nursing education. However, one should be aware of aspects concerning the vulnerable role of the storyteller as sharing multimedia technology messages with peer students seems to make students feel more exposed.
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Affiliation(s)
- Kristin H Urstad
- University of Stavanger, Faculty of Health Sciences, N-4036 Stavanger, Norway.
| | - Kirsten J Ulfsby
- Oslo and Akerhus University College of Applied Sciences, Faculty of Health Sciences, NO-0130 Oslo, Norway
| | - Tone K Brandeggen
- University of Stavanger, Faculty of Health Sciences, N-4036 Stavanger, Norway
| | - Kristin G Bodsberg
- University of Stavanger, Faculty of Health Sciences, N-4036 Stavanger, Norway
| | - Trude L Jensen
- Oslo and Akerhus University College of Applied Sciences, Faculty of Health Sciences, NO-0130 Oslo, Norway
| | - Ingrid Tjoflåt
- University of Stavanger, Faculty of Health Sciences, N-4036 Stavanger, Norway
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Gislason MK, Morgan VS, Mitchell-Foster K, Parkes MW. Voices from the landscape: Storytelling as emergent counter-narratives and collective action from northern BC watersheds. Health Place 2018; 54:191-9. [PMID: 30321859 DOI: 10.1016/j.healthplace.2018.08.024] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/18/2017] [Revised: 06/29/2018] [Accepted: 08/23/2018] [Indexed: 11/23/2022]
Abstract
The 'Ecohealth and Watersheds in Northern BC'' project, situated in a resource rich, settler colonial context, generated three digital stories at the request of the project's Steering Committee members that sought to connect health, environment, and community. Three Steering Committee members championed these stories from their distinct watersheds, resulting in emergent counter-narratives that respond directly to their social-ecological contexts. Nested in literature on blue and green spaces, we present and examine the process of storytelling as emergent counter-narrative and how these narratives challenge us to think of blue and green spaces in interconnected and nuanced ways.
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Moreau KA, Eady K, Sikora L, Horsley T. Digital storytelling in health professions education: a systematic review. BMC Med Educ 2018; 18:208. [PMID: 30200945 PMCID: PMC6131857 DOI: 10.1186/s12909-018-1320-1] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/02/2018] [Accepted: 08/30/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Digital stories are short videos that combine stand-alone and first-person narratives with multimedia. This systematic review examined the contexts and purposes for using digital storytelling in health professions education (HPE) as well as its impact on health professionals' learning and behaviours. METHODS We focused on the results of HPE studies gleaned from a larger systematic review that explored digital storytelling in healthcare and HPE. In December 2016, we searched MEDLINE, EMBASE, PsycINFO, CINAHL, and ERIC. We included all English-language studies on digital storytelling that reported at least one outcome from Levels 2 (learning) or 3 (behaviour) of The New World Kirkpatrick Model. Two reviewers independently screened articles for inclusion and extracted data. RESULTS The comprehensive search (i.e., digital storytelling in healthcare and HPE) resulted in 1486 unique titles/abstracts. Of these, 153 were eligible for full review and 42 pertained to HPE. Sixteen HPE articles were suitable for data extraction; 14 focused on health professionals' learning and two investigated health professionals' learning as well as their behaviour changes. Half represented the undergraduate nursing context. The purposes for using digital storytelling were eclectic. The co-creation of patients' digital stories with health professionals as well as the creation and use of health professionals' own digital stories enhanced learning. Patients' digital stories alone had minimal impact on health professionals' learning. CONCLUSIONS This review highlights the need for high-quality research on the impact of digital storytelling in HPE, especially on health professionals' behaviours. PROSPERO REGISTRATION NUMBER CRD42016050271 .
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Affiliation(s)
- Katherine A. Moreau
- Faculty of Education, University of Ottawa, 145 Jean-Jacques-Lussier Private, Ottawa, ON K1N 6N5 Canada
| | - Kaylee Eady
- Faculty of Education, University of Ottawa, 145 Jean-Jacques-Lussier Private, Ottawa, ON K1N 6N5 Canada
| | - Lindsey Sikora
- Health Sciences Library, University of Ottawa, 451 Smyth Road, Ottawa, ON K1H 8M5 Canada
| | - Tanya Horsley
- Research Unit, Royal College of Physicians and Surgeons of Canada, 774 Echo Drive, Ottawa, ON K1S 5N8 Canada
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Rieger KL, West CH, Kenny A, Chooniedass R, Demczuk L, Mitchell KM, Chateau J, Scott SD. Digital storytelling as a method in health research: a systematic review protocol. Syst Rev 2018; 7:41. [PMID: 29506568 PMCID: PMC5838876 DOI: 10.1186/s13643-018-0704-y] [Citation(s) in RCA: 38] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/11/2017] [Accepted: 02/19/2018] [Indexed: 12/03/2022] Open
Abstract
BACKGROUND Digital storytelling is an arts-based research method with potential to elucidate complex narratives in a compelling manner, increase participant engagement, and enhance the meaning of research findings. This method involves the creation of a 3- to 5-min video that integrates multimedia materials including photos, participant voices, drawings, and music. Given the significant potential of digital storytelling to meaningfully capture and share participants' lived experiences, a systematic review of its use in healthcare research is crucial to develop an in-depth understanding of how researchers have used this method, with an aim to refine and further inform future iterations of its use. METHODS We aim to identify and synthesize evidence on the use, impact, and ethical considerations of using digital storytelling in health research. The review questions are as follows: (1) What is known about the purpose, definition, use (processes), and contexts of digital storytelling as part of the research process in health research? (2) What impact does digital storytelling have upon the research process, knowledge development, and healthcare practice? (3) What are the key ethical considerations when using digital storytelling within qualitative, quantitative, and mixed method research studies? Key databases and the grey literature will be searched from 1990 to the present for qualitative, quantitative, and mixed methods studies that utilized digital storytelling as part of the research process. Two independent reviewers will screen and critically appraise relevant articles with established quality appraisal tools. We will extract narrative data from all studies with a standardized data extraction form and conduct a thematic analysis of the data. To facilitate innovative dissemination through social media, we will develop a visual infographic and three digital stories to illustrate the review findings, as well as methodological and ethical implications. DISCUSSION In collaboration with national and international experts in digital storytelling, we will synthesize key evidence about digital storytelling that is critical to the development of methodological and ethical expertise about arts-based research methods. We will also develop recommendations for incorporating digital storytelling in a meaningful and ethical manner into the research process. SYSTEMATIC REVIEW REGISTRATION PROSPERO registry number CRD42017068002 .
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Affiliation(s)
- Kendra L. Rieger
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, 317 Helen Glass Ctr, 89 Curry Pl, Winnipeg, MB R3T 2N2 Canada
| | - Christina H. West
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, 317 Helen Glass Ctr, 89 Curry Pl, Winnipeg, MB R3T 2N2 Canada
| | - Amanda Kenny
- La Trobe Rural Health School, LaTrobe University, Bendigo, Australia
| | | | - Lisa Demczuk
- Elizabeth Dafoe Library, University of Manitoba, Winnipeg, Canada
| | - Kim M. Mitchell
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, 317 Helen Glass Ctr, 89 Curry Pl, Winnipeg, MB R3T 2N2 Canada
- Red River College, Department of Nursing, School of Health Sciences and Community Services, Winnipeg, Canada
| | - Joanne Chateau
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, 317 Helen Glass Ctr, 89 Curry Pl, Winnipeg, MB R3T 2N2 Canada
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Staley B, Freeman LA. Digital storytelling as student-centred pedagogy: empowering high school students to frame their futures. Res Pract Technol Enhanc Learn 2017; 12:21. [PMID: 30595726 PMCID: PMC6294196 DOI: 10.1186/s41039-017-0061-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/07/2017] [Accepted: 10/18/2017] [Indexed: 06/09/2023]
Abstract
Digital storytelling was used in a high school classroom in the Midwestern USA as a part of the curriculum for "non-university-bound" rural youth. Though described as "unengaged", in this paper we illustrate the way this digital storytelling project redefined the teacher-student power relationship, and students responded by producing work that was opinionated, forceful and demonstrated a thorough engagement with academic practices via technologies. Research demonstrates that teacher expectations impact student outcomes, and for marginalised students, it is essential to provide pedagogical opportunities that affirm the student's culture and identity. In this paper, we describe the project and the ways students talked about their education and their future through their digital stories. We use Smyth's (International Journal of Leadership in Education 9(4):285-298, 2006) learner-centred policy constellation to consider the findings, and reframe the way we view these students and their work. By utilising technologies in a meaningful way in the classroom, we anticipate educators can potentially deliver more effective, powerful and engaging pedagogies to all students, including those on nonmainstream educational pathways.
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Affiliation(s)
- Bea Staley
- Charles Darwin University, Darwin, Australia
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33
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Tsui EK, Starecheski A. Uses of oral history and digital storytelling in public health research and practice. Public Health 2017; 154:24-30. [PMID: 29153972 DOI: 10.1016/j.puhe.2017.10.008] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2017] [Revised: 08/29/2017] [Accepted: 10/09/2017] [Indexed: 11/18/2022]
Abstract
OBJECTIVES Oral history (OH) and digital storytelling (DST) have been used in a range of ways in public health, including educating populations about health-protecting practices, advocating for improved clinical care and reflecting on public health efforts to combat infectious disease. Yet, these methods are rarely recognized for their potential to contribute to public health research and practice. The aim of this article is to assess how OH and DST have been used in the health fields and to provide examples of ways that these methods have contributed to work in several domains of public health. STUDY DESIGN Narrative review. METHODS We conducted a narrative review of articles gathered from PubMed using the search terms 'oral history' and 'digital storytelling', which resulted in 102 articles relevant to public health. We then conducted a thematic analysis to create a typology of article topics and to examine cross-cutting themes. RESULTS OH and DST have been used for both research and interventions in public health. Specifically, they have been used to 1) examine health risks and experiences; 2) engage and educate populations; 3) educate clinical professionals and organizations; and 4) inform public health practice. CONCLUSIONS Despite the time, resources, and training required to do OH and DST well, we argue that these methods have substantial potential for supplementing public health activities, allowing the field to glean additional lessons from its experiences, to educate its practitioners further, and to better learn from the experiences of communities affected by public health problems.
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Affiliation(s)
- E K Tsui
- Department of Community Health and Social Sciences, CUNY Graduate School of Public Health & Health Policy, USA.
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Williams L, Gott M, Moeke-Maxwell T, Black S, Kothari S, Pearson S, Morgan T, Wharemate MR, Hansen WW. Can digital stories go where palliative care research has never gone before? A descriptive qualitative study exploring the application of an emerging public health research method in an indigenous palliative care context. BMC Palliat Care 2017; 16:46. [PMID: 28870189 PMCID: PMC5584042 DOI: 10.1186/s12904-017-0216-x] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2016] [Accepted: 06/23/2017] [Indexed: 11/23/2022] Open
Abstract
Background The World Health Organization (WHO) has called for global approaches to palliative care development. Yet it is questionable whether one-size-fits-all solutions can accommodate international disparities in palliative care need. More flexible research methods are called for in order to understand diverse priorities at local levels. This is especially imperative for Indigenous populations and other groups underrepresented in the palliative care evidence-base. Digital storytelling (DST) offers the potential to be one such method. Digital stories are short first-person videos that tell a story of great significance to the creator. The method has already found a place within public health research and has been described as a useful, emergent method for community-based participatory research. Methods The aim of this study was to explore Māori participants’ views on DST’s usefulness, from an Indigenous perspective, as a research method within the discipline of palliative care. The digital storytelling method was adapted to include Māori cultural protocols. Data capturing participant experience of the study were collected using participant observation and anonymous questionnaires. Eight participants, seven women and one man, took part. Field notes and questionnaire data were analysed using critical thematic analysis. Results Two main themes were identified during analyses: 1) issues that facilitated digital storytelling’s usefulness as a research method for Māori reporting on end of life caregiving; and 2) issues that hindered this process. All subthemes identified: recruitment, the pōwhiri process, (Māori formal welcome of visitors) and technology, related to both main themes and are presented in this way. Conclusion Digital storytelling is an emerging method useful for exploring Indigenous palliative care issues. In line with a Health Promoting Palliative Care approach that centres research in communities, it helps meet the need for diverse approaches to involve underrepresented groups.
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Affiliation(s)
- Lisa Williams
- School of Nursing, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand.
| | - Merryn Gott
- School of Nursing, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
| | - Tess Moeke-Maxwell
- School of Nursing, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
| | - Stella Black
- School of Nursing, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
| | - Shuchi Kothari
- Media and Communication, School of Social Sciences, Faculty of the Arts, University of Auckland, Auckland, New Zealand
| | - Sarina Pearson
- Media and Communication, School of Social Sciences, Faculty of the Arts, University of Auckland, Auckland, New Zealand
| | - Tessa Morgan
- School of Nursing, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
| | - Matua Rawiri Wharemate
- Kaumātua, Te Ārai: Palliative Care and End of Life Research Group, School of Nursing, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
| | - Whaea Whio Hansen
- Kaumātua, Te Ārai: Palliative Care and End of Life Research Group, School of Nursing, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
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Bunnell BE, Davidson TM, Hamblen JL, Cook DL, Grubaugh AL, Lozano BE, Tuerk PW, Ruggiero KJ. Protocol for the evaluation of a digital storytelling approach to address stigma and improve readiness to seek services among veterans. Pilot Feasibility Stud 2017; 3:7. [PMID: 28239485 PMCID: PMC5314584 DOI: 10.1186/s40814-017-0121-3] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2016] [Accepted: 01/02/2017] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Research suggests that at least 10% of veterans returning from Iraq and Afghanistan meet criteria for posttraumatic stress disorder (PTSD) related to their military experiences. National dissemination initiatives have increased veterans' access to best-practice interventions. However, treatment-seeking remains low among veterans with PTSD, often due to perceived stigma and other associated barriers. The National Center for PTSD recently developed and launched AboutFace, a digital storytelling (DST) resource designed to help veterans recognize PTSD and motivate them to seek evidence-based treatment. The Ralph H. Johnson Veterans Affairs Medical Center (VAMC) and the National Center for PTSD have partnered to conduct pilot work to evaluate veterans' reactions to AboutFace to set the stage for a large-scale study to examine whether AboutFace effectively reduces stigma and improves attitudes toward treatment-seeking among veterans. If effective, this DST approach may serve as a valuable national model for a variety of treatment-seeking populations. METHODS During the first phase of the pilot, in-person usability assessments of AboutFace will be conducted via semi-structured interviews with 20 veterans. Audio recordings of interviews will undergo transcription and coding. A report of the results of qualitative analyses of these interviews will be provided to the National Center for PTSD and will inform revisions to the site. In the second phase of the pilot, 60 veterans referred to a specialized PTSD clinic will be recruited to demonstrate and refine the methodology that we propose to use in a larger randomized controlled trial evaluation of AboutFace. Veterans will be randomly assigned to receive AboutFace plus standard education vs. standard education alone. Baseline and 2-week telephone assessments will be conducted with participating veterans to measure stigma, attitudes toward seeking mental health services, and treatment access/engagement. DISCUSSION The feedback we receive in this pilot will be used to strengthen the quality of the DST website in preparation for a large-scale evaluation. Future work will involve evaluation of reach and impact of the site relative to stigma, attitudes toward seeking mental health service, and utilization of care. If AboutFace is found to increase access to care, this finding would have broad and significant implications for overcoming barriers to care for veterans and other populations with stigmatized conditions. TRIAL REGISTRATION Clinicaltrials.gov, NCT02486692.
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Affiliation(s)
- Brian E. Bunnell
- Ralph H. Johnson VAMC, Charleston, SC USA
- Department of Nursing, Medical University of South Carolina, 99 Jonathan Lucas St., MSC 160, Charleston, SC 29425 USA
| | - Tatiana M. Davidson
- Ralph H. Johnson VAMC, Charleston, SC USA
- Department of Nursing, Medical University of South Carolina, 99 Jonathan Lucas St., MSC 160, Charleston, SC 29425 USA
| | - Jessica L. Hamblen
- VA National Center for PTSD, White River Junction, VT USA
- Geisel School of Medicine at Dartmouth, Hanover, NH USA
| | - Danna L. Cook
- Ralph H. Johnson VAMC, Charleston, SC USA
- Department of Nursing, Medical University of South Carolina, 99 Jonathan Lucas St., MSC 160, Charleston, SC 29425 USA
| | - Anouk L. Grubaugh
- Ralph H. Johnson VAMC, Charleston, SC USA
- Department of Nursing, Medical University of South Carolina, 99 Jonathan Lucas St., MSC 160, Charleston, SC 29425 USA
| | - Brian E. Lozano
- Ralph H. Johnson VAMC, Charleston, SC USA
- Department of Nursing, Medical University of South Carolina, 99 Jonathan Lucas St., MSC 160, Charleston, SC 29425 USA
| | - Peter W. Tuerk
- Ralph H. Johnson VAMC, Charleston, SC USA
- Department of Nursing, Medical University of South Carolina, 99 Jonathan Lucas St., MSC 160, Charleston, SC 29425 USA
| | - Kenneth J. Ruggiero
- Ralph H. Johnson VAMC, Charleston, SC USA
- Department of Nursing, Medical University of South Carolina, 99 Jonathan Lucas St., MSC 160, Charleston, SC 29425 USA
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Eggenberger SK, Sanders M. A family nursing educational intervention supports nurses and families in an adult intensive care unit. Aust Crit Care 2016; 29:217-23. [PMID: 27688123 DOI: 10.1016/j.aucc.2016.09.002] [Citation(s) in RCA: 29] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2016] [Revised: 09/08/2016] [Accepted: 09/09/2016] [Indexed: 11/23/2022] Open
Abstract
The family experience of critical illness is filled with distress that may have a lasting impact on family coping and family health. A nurse can become a source of comfort that helps the family endure. Yet, nurses often report a lack of confidence in communicating with families and families report troubling relationships with nurses. In spite of strong evidence supporting nursing practice focused on the family, family nursing interventions often not implemented in the critical care setting. This pilot study examined the influence of an educational intervention on nurses' attitudes towards and confidence in providing family care, as well as families' perceptions of support from nurses in an adult critical care setting. An academic-clinical practice partnership used digital storytelling as an educational strategy. A Knowledge to Action Process Framework guided this study. Results of pre-intervention data collection from families and nurses were used to inform the educational intervention. A convenience sample of family members completed the Iceland Family Perceived Support Questionnaire (ICE-FPSQ) to measure perception of support provided by nurses. Video, voice, and narrative stories of nurses describing their experiences caring for family members during a critical illness and family members' experiences with a critically ill family member also guided education plans. When comparing the pre and post results of the Family Nurse Practice Scale (FNPS), nurses reported increased confidence, knowledge, and skill following the educational intervention. Qualitative data from nurses reported satisfaction with the educational intervention. Findings suggest that engaging nurses in educational opportunities focused on families while using storytelling methods encourages empathic understandings. Academic-clinician teams that drive directions show promise in supporting families and nurses in critical care settings. Plans are moving forward to use this study design and methods in other critical care settings.
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Abstract
The tradition of storytelling is an integral part of Alaska Native cultures that continues to be a way of passing on knowledge. Using a story-based approach to share cancer education is grounded in Alaska Native traditions and people's experiences and has the potential to positively impact cancer knowledge, understandings, and wellness choices. Community health workers (CHWs) in Alaska created a personal digital story as part of a 5-day, in-person cancer education course. To identify engaging elements of digital stories among Alaska Native people, one focus group was held in each of three different Alaska communities with a total of 29 adult participants. After viewing CHWs' digital stories created during CHW cancer education courses, focus group participants commented verbally and in writing about cultural relevance, engaging elements, information learned, and intent to change health behavior. Digital stories were described by Alaska focus group participants as being culturally respectful, informational, inspiring, and motivational. Viewers shared that they liked digital stories because they were short (only 2-3 min); nondirective and not preachy; emotional, told as a personal story and not just facts and figures; and relevant, using photos that showed Alaskan places and people.
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Affiliation(s)
- Melany Cueva
- Community Health Aide Program, Alaska Native Tribal Health Consortium, 4000 Ambassador Dr., Anchorage, AK 99508, USA
| | - Regina Kuhnley
- Community Health Aide Program, Alaska Native Tribal Health Consortium, 4000 Ambassador Dr., Anchorage, AK 99508, USA
| | - Laura Revels
- Clinical and Research Services, Alaska Native Tribal Health Consortium, 3900 Ambassador Drive, Anchorage, AK 99508, USA
| | - Nancy E. Schoenberg
- Marion Pearsall Professor of Behavioral Science, 125 Medical Behavioral Science Building, University of Kentucky, Lexington, KY 40536-0086, USA
| | - Anne Lanier
- Alaska Native Tribal Health Consortium, 3900 Ambassador Dr., Anchorage, AK 99508, USA
| | - Mark Dignan
- Department of Internal Medicine, University of Kentucky College of Medicine, 800 Rose Street Room CC444, Lexington, KY 40536, USA
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