QSEN Competencies in Pre-licensure Nursing Education and the Application to Cinenurducation

Oh, Jina; Shin, Hye‐Won; Gagné, Jennie C. De

doi:10.5977/jkasne.2012.18.3.474

Cited by 13 publications

(11 citation statements)

References 19 publications

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“…Commercial films can trigger discussions among students and reinforce a lesson (Oh & Steefel, ), thereby fostering applications well beyond written course material. Specific moments in a film stimulate visual areas of the brain and translate abstract concepts into understandable knowledge (Oh, Shin, & De Gagne, ). As NI concepts are still unfamiliar to many Korean nursing students, using additional interesting teaching methods might be required for optimal learning.…”

Section: Introductionmentioning

confidence: 99%

Development and evaluation of flipped learning using film clips within a nursing informatics course

Kim

et al. 2018

Japan Journal Nursing Sci

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Aim: To develop flipped learning classes by using film clips for undergraduate nursing students in an online nursing informatics course, based on the Analysis, Design, Development, Implementation, and Evaluation model, and to evaluate the effectiveness and students' responses to this method of teaching. Methods: Sixty-four second-year nursing students participated in the course. The nursing students' knowledge was assessed at the beginning and end of each of the five classes. Moreover, their intention to recommend the classes to other students and additional comments were elicited by using semistructured questionnaires.Results: Knowledge about each core concept of nursing informatics reflected significant improvement. Regarding the intention to recommend the class to others, 62 (96.8%) students answered "strongly recommend" or "recommend." Conclusion: Integrating flipped learning classes by using film clips in an online nursing informatics course improved the nursing students' knowledge and is a format that is desired by students.

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Section: Introductionmentioning

confidence: 99%

Development and evaluation of flipped learning using film clips within a nursing informatics course

Kim

et al. 2018

Japan Journal Nursing Sci

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“…The discussion, participated in jointly by the instructor and students, contributed to enhancing the participants' perception of nursing. The learning experience of watching and discussing films in groups has been reported to improve the effectiveness of reflective learning through the sharing of reactions and opinions with others ( J. Oh, Shin, et al, 2012 ; J. Oh & Steefel, 2016 ). In this study, the film-based nursing education intervention effectively improved the participants' perception of nursing because the group and discussion activities with the instructor were excellent venues for promoting participant reflection.…”

Section: Discussionmentioning

confidence: 99%

“…Films were selected for the intervention that were appropriate to the purpose of this study and in line with the criteria described by J. Oh, Shin, et al (2012) . These criteria are as follows: (a) absent of controversial issues related to sexuality and addressing only generally accepted concepts related to culture, emotion, ideology, or philosophy; (b) a popular genre (not an educational material or a documentary) that may be watched in a relaxed manner; and (c) having the strong potential to generate sufficient discussion questions on the nursing core concepts proposed by Park et al (2013) .…”

Section: Methodsmentioning

confidence: 99%

“…When selecting a film, the film content must match the learning objectives and, if students are able to understand and discuss the film, then any kind and characteristic of the film can be used ( J. Oh, Kang, et al, 2012 ; J. Oh & Steefel, 2016 ). Therefore, using films as an educational tool helps students understand nursing situations that they cannot otherwise fully experience ( J. Oh, Shin, et al, 2012 ; J. Oh & Steefel, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

“…The film format allows learners to discuss issues concisely and calmly, which promotes students' problem-solving and creative thinking capabilities ( Kim, 2014 ; J. Oh, Kang, et al, 2012 ). In addition, studies have shown that students clarify their knowledge and attitudes by watching films, discussing films in group settings, and talking about one another's reactions, thereby developing critical thinking and self-reflection ( J. Oh, Shin, et al, 2012 ; J. Oh & Steefel, 2016 ). In other words, cinenurducation stimulates the visual areas of the learner's brain, allowing learners to experience a situation, emotionally empathize, and formulate solutions while actively participating in the class and discussing solutions ( Edmonds, 2011 ; Kolb, 1984 ; J. Oh, Kang, et al, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

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Effects of Nursing Education Using Films on Perception of Nursing, Satisfaction With Major, and Professional Nursing Values

Park¹,

Cho

2021

Journal of Nursing Research

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Background Cinenurducation, a film-based approach to nursing education that incorporates student-centered, problem-solving, experiential, and reflective learning strategies, allows students to experience a variety of indirect experiences and improves critical thinking and self-reflection through discussion. Purpose The aims of this study were, first, to employ a cinenurducation approach to help instill a proper professional nursing identity in second-year nursing students and, second, to examine the effects of this approach on the perception of nursing, satisfaction with major, and professional nursing values of the participants. Methods An experimental, pretest-and-posttest design was used to test the primary variables, including perception of nursing, satisfaction with major, and professional nursing values. The nursing educational program was developed based on the learning concepts of cinenurducation and the core concepts of nursing. The program, which included six films, addressed the following concepts: Me Before You (problem solving and professionalism), Testament of Youth (nursing management and professionalism), Girl, Interrupted (interpersonal skills and nursing knowledge), Hungry Heart (interpersonal skills and problem solving), Iris (nursing knowledge and problem solving), and Chronic (nursing knowledge and cooperation). The experimental group ( n = 14) participated in the 8-week educational program, and the control group ( n = 15) did not. Results Perception of nursing, satisfaction with major, and professional nursing values all improved significantly more in the experimental group than in the control group, with large effects observed. Conclusions Cinenurducation is an effective approach to promoting professional nursing identity in nursing students. Educators should incorporate films into nursing education. In addition, nursing education should incorporate a variety of educational materials to provide students with opportunities for reflective learning.

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The effects of profession‐related films on the professional pride of nursing students: A randomised controlled trial

Ozdemir,

Kabuk

2024

Nursing Open

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AimThis study aimed to determine the effects of profession‐related films on the professional pride of nursing students.DesignsThe study was conducted with a randomised controlled experimental design.MethodsThe sample of the study consisted of 102 students enrolled in the first year of the School of Nursing, Zonguldak Bulent Ecevit University in Türkiye in the 2022–2023 academic year. These students were randomly assigned to the experimental (n = 57) and control (n = 45) groups. The experimental group watched two documentaries and a film on YouTube with a one‐week break. Self‐administered online questionnaires were distributed via WhatsApp groups for pretests and posttests. Data were collected with a “Sociodemographic Data Form” and the “Nursing Professional Pride Scale (NPPS)” included in the questionnaire forms prepared on the Google Forms platform. Data were analysed using Spearman's rho, the Mann–Whitney U Test, and the Wilcoxon Signed‐Rank Test.ResultsThe mean age of the participants was 18.80 ± 0.99 years, 80% of the participants were female, the place where 79.4% had lived for the longest duration in their lives was the city, 85.3% had information about the profession of nursing before they started university (36.8% from the internet, 34.6% from people around them). The experimental group had significantly higher NPPS scores than the control group after the intervention (p = 0.017). There was also a significant increase in the dimensions of professional feeling (p = 0.012) and desire to continue the profession in the experimental group (p = 0.002).Patient or Public ContributionPatients and public were not involved in this research.

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QSEN Competencies in Pre-licensure Nursing Education and the Application to Cinenurducation

Cited by 13 publications

References 19 publications

Development and evaluation of flipped learning using film clips within a nursing informatics course

Development and evaluation of flipped learning using film clips within a nursing informatics course

Effects of Nursing Education Using Films on Perception of Nursing, Satisfaction With Major, and Professional Nursing Values

The effects of profession‐related films on the professional pride of nursing students: A randomised controlled trial

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