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Storytelling as an Educational Tool: Digital Case Studies Stephanie Stelmascuk, RN, BSN, MSN candidate Jodi McDaniel, PhD Joni Tornwall, RN BSN, MEd. Course: Pathophysiology of Altered Health States. Course Objectives:.
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Storytelling as an Educational Tool: Digital Case Studies Stephanie Stelmascuk, RN, BSN, MSN candidate Jodi McDaniel, PhD Joni Tornwall, RN BSN, MEd
Course: Pathophysiology of Altered Health States
Course Objectives: • Analyze relationships between normal physiology & pathophysiological phenomena across lifespan. • Synthesize current knowledge regarding pathophysiological changes in select diseases. • Describe pathogenesis & clinical signs of select altered health states. • Articulate advanced nursing & pharmacologic interventions for select diseases.
Topics • Alterations in: • Inflammation/immunity • Cardiovascular function • Pulmonary function • Digestive function • Neurological function • Musculoskeletal system • Thyroid function
Study pathologic changes from micro to macro level….including effects of genetics & life choices.
Challenges • Students say: • “So much material!” • “So little time.” • “The concepts are so difficult.” • “I know the content, but have • trouble applying it to real people.” • “I can’t remember all these details!” • “The lectures are so dense.”
Case Studies • Purpose: • Develop clinical problem-solving skills • Enhance critical thinking • Integrate basic pathophysiology, • risk factors, physical examination findings, • & clinical laboratory data • Teach appropriate disease management options • Test understanding of main concepts.
Case Studies • Why students like them? • “They mimic real life.” • “They make me think in a different way.” • “I just like the stories.” • “I feel like I’m a real nurse trying to solve a • patient’s health problem.” • “They help me learn the lecture material.” • “I learn better when examples are provided.”
Case Studies • Older Method of Delivery • Provide scenario of patient’s chief complaint, past medical history, etc. • Ask questions based on scenario, such as: • 1.What pathophysiological mechanisms might • explain etiology of elevated blood pressure in • this patient? • 2. Is pharmacotherapy of hypertension • appropriate…..effective enough?
Case Studies • Better ways? • To make the exercise more • Interactive • Interesting • Effective !
Digital Storytelling • “Digital storytelling is the art of combining narrative with digital media such as images, sound, and video to create a short story.” (Robin 2008) • “Making content and connections relevant to students’ lives helps bring meaning and purpose to instruction in all content areas” (Dreon, Kerper, & Landis 2011). • Advantages of storytelling (Gils 2005) • More variation from tradition, personalized learning, makes topics for compelling by applying to practice, compares learning to “real life” situations, direct involvement of students in learning
Brief Literature Review • Supported by educational theories (Wang & Zhan 2010) • Constructionism: learning occurs when students are engaged in a meaningful and sharable “public entity”; “learning by making” • Narrative paradigm: students interpret actions, words, deeds in a story into something meaningful to help them learn • Successful use in many classrooms: English, students with disabilities, math, science, language arts (Wang & Zhan 2010) • Shieh (2005) found positive perceived efficacy of storytelling by students after they wrote stories applying classroom knowledge and reflected upon them with students and faculty • Lyons (2013) used digital storytelling via online discussion boards and found a increase in perceived student satisfaction and reflective thinking
Why case studies? • Forces student to apply classroom concepts to real world scenarios they may encounter • Reinforces lecture material into something personal to student • Digital format allows limitless application of technology • Provides some variation for students, more fun! • Easy to assess student learning after the activity
Steps for creating a case study (working backwards) • Determine the important “take home message” of classroom material • “By the end of this activity, I want students to___” • Develop learning objectives • Make sure that students have access to learning material • Consider how your teaching message is relevant to the real world and/or the student’s career • Design a “real world” problem that students can solve • Create a story detailing problem • Integrate digital media- YouTube videos, quiz questions, pictures, sounds, etc. • Incorporate a tool at the end to assess student’s learning • Consider incorporating evidence-based/ peer-reviewed publication?
Learning objectives - pneumonia case study • Students will be able to: • Understand pathophysiology of community-acquired pneumonia • Identify different atypical & typical causative organisms • Incorporate pathophysiological principles into clinical presentation of CAP • Formulate baseline understanding of diagnosis & treatment of CAP
Developing case study • Summarized pathophysiology, clinical manifestations, diagnostic testing, and treatment in first half • Added a peer-reviewed, evidence-based article on CAP for students to read prior to case • Created story about a patient in second half • Integrated quiz questions throughout case to assess learning • Used visual aids to illustrate patient scenario • Final assessment of knowledge through Carmen quiz • Collaborative: students allowed to work with others
Areas for improvement? • Add more elements to personalize: • Sound recordings of instructor, patient and practitioner dialogue, etc. • Include sound bits (i.e. breath sounds, heart sounds) • Humor • Incorporate reflection Seven elements of digital story telling: • Point of view • A dramatic question • Emotional content • Gift of your voice • Power of soundtrack • Economy • Pacing (Lambert 2006)
Your Turn • Design a case study of your own • Follow the steps on your handout • Tell a colleague your story • Decide how you’ll present your case study to your students
Delivering your Case Study • The blog for case studies: U.OSU.EDU • Adding pages • Adding quizzes using Google forms • Menus and navigation • Branching logic and page organization
Questions? • Jodi McDaniel (.561) • Stephanie Stelmaschuk (.2) • Joni Tornwall (.2)