Story Creation and Sharing as an Innovative Method to Facilitate Understanding of Health Problems and Nursing Intervention

2.50
Hdl Handle:
http://hdl.handle.net/10755/147796
Type:
Presentation
Title:
Story Creation and Sharing as an Innovative Method to Facilitate Understanding of Health Problems and Nursing Intervention
Abstract:
Story Creation and Sharing as an Innovative Method to Facilitate Understanding of Health Problems and Nursing Intervention
Conference Sponsor:Sigma Theta Tau International
Conference Year:2005
Author:Shieh, Carol, RNC, DNSc
P.I. Institution Name:Indiana University
Title:Assistant Professor
One of the most challenging tasks for nurse educators is helping learners apply theories to clinical practice. Story creation and sharing was used to assist nursing students in assimilating the patient's health experience and the nurse's intervention in a self created format. Based on Mezerow's Transformative Learning Theory and Ricour's Three Principles of Narrative Writing, the story creation and sharing involves two phases: story writing and analysis. This method has been applied to learning health problems and nursing intervention related to maternity, pediatrics, and family nursing in clinical and classroom settings by ASN, BSN, and RN-to-BSN students. An individual or a group of learners can create a story from real life experiences or synthesis of published materials. A story describes human responses to a health problem and professional intervention with major elements of story characters, health alterations, interdisciplinary intervention, culture, and supportive resources. When a story is written by a group, the first learner generates a story; the second learner revises the story to ensure required elements are included. The third learner makes sure clinical intervention in the story is appropriate and develops a nursing care plan. The last learner finalizes the story, the care plan, and reads the story aloud to other learners and solicits their comments and questions. The nurse educator facilitates the story analysis in a story sharing time, supplements additional information, and at times helps learners use assessment tools to measure story characters' stress. Evaluation results of this learning method have been positive based on learners' qualitative and quantitative feedback. Learners view it as a user friendly tool to increase knowledge and critical thinking. Learners' knowledge scores in five areas, including physical and psychosocial alterations, interventions, legal/ethical/cultural issues, and community resources, increase after the story creation and sharing experience.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleStory Creation and Sharing as an Innovative Method to Facilitate Understanding of Health Problems and Nursing Interventionen_GB
dc.identifier.urihttp://hdl.handle.net/10755/147796-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Story Creation and Sharing as an Innovative Method to Facilitate Understanding of Health Problems and Nursing Intervention</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2005</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Shieh, Carol, RNC, DNSc</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Indiana University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">wshieh@iupui.edu</td></tr><tr><td colspan="2" class="item-abstract">One of the most challenging tasks for nurse educators is helping learners apply theories to clinical practice. Story creation and sharing was used to assist nursing students in assimilating the patient's health experience and the nurse's intervention in a self created format. Based on Mezerow's Transformative Learning Theory and Ricour's Three Principles of Narrative Writing, the story creation and sharing involves two phases: story writing and analysis. This method has been applied to learning health problems and nursing intervention related to maternity, pediatrics, and family nursing in clinical and classroom settings by ASN, BSN, and RN-to-BSN students. An individual or a group of learners can create a story from real life experiences or synthesis of published materials. A story describes human responses to a health problem and professional intervention with major elements of story characters, health alterations, interdisciplinary intervention, culture, and supportive resources. When a story is written by a group, the first learner generates a story; the second learner revises the story to ensure required elements are included. The third learner makes sure clinical intervention in the story is appropriate and develops a nursing care plan. The last learner finalizes the story, the care plan, and reads the story aloud to other learners and solicits their comments and questions. The nurse educator facilitates the story analysis in a story sharing time, supplements additional information, and at times helps learners use assessment tools to measure story characters' stress. Evaluation results of this learning method have been positive based on learners' qualitative and quantitative feedback. Learners view it as a user friendly tool to increase knowledge and critical thinking. Learners' knowledge scores in five areas, including physical and psychosocial alterations, interventions, legal/ethical/cultural issues, and community resources, increase after the story creation and sharing experience.</td></tr></table>en_GB
dc.date.available2011-10-26T09:36:29Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:36:29Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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