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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| http://dx.doi.org/10.1016/j.nedt.2018.09.016 | DOI Listing |
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