1 University of Stavanger (NORWAY)
2 OsloMet – Oslo Metropolitan University (NORWAY)
About this paper:
Appears in: INTED2020 Proceedings
Publication year: 2020
Page: 5095 (abstract only)
ISBN: 978-84-09-17939-8
ISSN: 2340-1079
doi: 10.21125/inted.2020.1388
Conference name: 14th International Technology, Education and Development Conference
Dates: 2-4 March, 2020
Location: Valencia, Spain
Storytelling is described to promote deep learning by encouraging reflection on practice and it is widely recognized in the literature as a powerful educational tool in higher education (Haigh and Hardy, 2011; Kirk and Pitches, 2013; Mc Drury and Alterio, 2002). The digital development has provided storytelling with increased possibilities as it can provide authentic learning experiences and thus enhance professional identity development and critical thinking (Tendero, 2006, Kearney 2011, Ohler, 2006). Digital storytelling is the idea of telling a story, often with strong emotional content, by using a variety of digital multimedia, such as images, audio, music, video and the voice of the narrator. (Kearney, 2011).
Experiences from students reflection through shared digital storytelling practice showed how the students narratives could promote reflection among nurses in clinical practice (Urstad et al, 2018). Critical awareness and reflection is essential to maintain qualitative nursing care in busy hospitals wards. Little is known about how students digital stories can support nurses reflections in busy hospital wards.

This study aims to explore how students – created digital stories can promote reflection among nurses working in medical and surgical hospital wards.

An explorative qualitative design was chosen to capture the rich descriptions of the nurses’ experiences (Polit and Beck, 2012). . Nurses (N= 16) from three different wards in two hospitals in Norway participated in the study. Three semi-structured focus group interviews with nurses were conducted. The data were collected over two periods, fall 2018 and spring 2019.. The transcripts from the focus groups are analyzed using qualitative content analysis (Granheim and Lundman 2004).

Preliminary findings:
The findings indicate that the student-created digital stories emotionally engage the nurses. The nurse describe recalling their previous idealistic view on what nursing care is. The preliminary findings reveal that student-created digital might e help the nurses to reflect on their clinical practice, though further analysis will be conducted. These aspects will be outlined in the presentation.
Digital Storytelling, reflection.