CULTURALLY ENGAGED TEACHING THROUGH THE USE OF … DST conference… · change the practice of...
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Pat Bradley, RN, MEd, PhD, York University [email protected] CULTURALLY ENGAGED TEACHING THROUGH THE USE OF DIGITAL STORIES Partners in Education and Integration of Internationally Educated Nurses 11h National Conference, April 26, 2017, Halifax, NS Funded by
Transcript of CULTURALLY ENGAGED TEACHING THROUGH THE USE OF … DST conference… · change the practice of...
Pat Bradley, RN, MEd, PhD, York University
CULTURALLY ENGAGED TEACHING THROUGH THE
USE OF DIGITAL STORIES
Partners in Education and Integration of Internationally Educated Nurses 11h National Conference, April 26, 2017, Halifax, NS
Funded by
Project "IEN Success: Leveraging Collaborative Partnerships” collaborative grant
– Algonquin College – Centennial College – Fanshawe College – George Brown College – Mohawk College – York University Funded by Ministry of Citizenship and Immigration
This part of the Research Project focuses on faculty professional development for educators who teach internationally educated nurses (IENs)
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Cultural competence of teachers to work with ethnically diverse learners is understudied for contemporary Canada (Clifford et al. 2015, Lor et al. 2016)
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DIGITAL STORYTELLING
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“The modern expression of the ancient art of
storytelling”
Digital Storytelling
Digital Stories
• The practice of using computer-based tools to tell stories
• Short, personal multimedia stories told from the heart (Meadows, 2014 http://www.photobus.co.uk/?id=535)
http://digitalstorytelling.coe.uh.edu/index.cfm
• Mixture of computer-based images, text, recorded audio narration, video clips, and/or music
Digital Stories
• Topics used range over personal tales, recounting of historical events, exploring life in a community , etc.
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Storytelling in nursing education has been used as a means to:
• discover the knowledge embedded in practice (Bowles 1995)
• discover human approaches that respond to emotional needs (Davidhizar 2003)
• help students explore personal roles and make sense of their life (Koenig et al 2002)
• learn about patient experiences (Christiansen et al 2011)
• investigate student learning styles/experience
• teach specific health issues (Davidcone 2004).
This study explored the impact of stories on faculty perception and teaching practices
Why Digital Storytelling?
• Reflection by teachers and learners provides a narrative framework to explore, analyze, and change the practice of teaching and learning (Diekelmann, 2001)
• Storytelling is a reflective teaching strategy where stories serve to educate others, record historical facts, teach cultural values, bridge generations, set standards and values, and share common experiences (Hunter, 2008)
inform
provoke
convince
question
Digital'Storytelling'Journey'Model'(Bradley'&'Pedernal,'2014)'
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• Crea>ng'the'''''''''''digital'story'
• Sharing'the'story'
• In,'on,'and'''''''''''beyond'the'story'
• In,'on,'and'beyond'the'storytelling'process'
• Assembling'the'story'• Obtaining'the'images'
• Obtaining'the'audio'
• Owning'your'insights'• Finding'the'purpose'
• Owning'your'emo>ons'• Finding'the'moment'
• Seeing'the'story'
• Hearing'the''''''''''''''story'
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Student Digital Stories
Students share their story of what it is like to be a registered nurse learning to be a registered nurse in Ontario
An opportunity for students to share their memorable moments (positive or negative) in their journey to become a RN in Canada
Students were encouraged to explore what they realized from this experience/moment
RESULTS – DST Process (Student Experience)
DST making is a meaningful learning experience to students • Writing about their life story
• Talking about their feelings
• Facing their own fear and pain
• Building their own resilience and pride
DST making process was empowering to students when their voice was heard, they felt respected and supported
Faculty Response to Stories
• Faculty received and read stories (one-page long) written by the project IEN participants
• Faculty chose to be interviewed via phone / in person or write up their responses for the 3 guided questions
Faculty Lessons Learned
• Lack of awareness of the complexity and difficulty IENs are facing
• Lack of awareness of IENs and faculty cultural competency in working with diverse learners and IENs
• Recognition that IENs need respect and empathy
• Teachers needs to be not only a teacher but also a learner & collaborator at the same time
Faculty Action Plan • Reflect on “what and how” to say things
when interacting with IEN/diverse learners
• Acknowledge student strengths
• Not to make assumptions
• Diverse ways to show care and support
• Learn to be a learner while teaching
• Continuous updates and sharing among faculty for inclusive teaching
DST Content Analysis • Almost all stories showed IEN strong commitment to be
a nurse, which was turned into the strong force to face all ordeals
• 8 stories about challenges of regulatory application process for IENs to be an RN, how it made them feel unwelcome/devalued/ discriminated, and how it affected their family life negatively
• 5 stories about unhealthy learning environment that “shut down” IENs – experienced embarrassment, isolation, discrimination, and
fear
Content Analysis • 5 stories about unhealthy working environment where
IENs were not respected as a person, or a team member experienced humiliation, hostility, exploitation, and mistreatment
• 2 stories about IEN positive learning experience in classroom and workplace where small encouraging gestures made the whole experience bright and positive to keep IEN moving forward against all odds
• 2 stories about the struggles IENs and their family had in the resettlement process
Themes Emerged from Stories
• Lack of respect – Feeling small, devalued, disrespected in learning and clinical/
working environment
• Mental distress – Post-traumatic response, fear of facing faculty, withdrawn,
lack of confidence
• Confusing (opposed to reasoning) - Confusing values and beliefs, hard to know what to do, how to
be accepted
• Insecurity – Being bullied, Feeling unsafe/silenced
• Isolation – No sense of belonging /welcoming, no support
• Lack of self-determination – Forced to live a difficult life to pursue an RN position
SOME STORIES IEN DST 10: • https://vimeo.com/181039772 • IENDST10
IEN DST 16: • https://vimeo.com/180144944 • IENDST16
IEN DST 19 • https://vimeo.com/201198954 • IENDST19
IEN DST 18 https://vimeo.com/183036444
IEN DST 22: • https://vimeo.com/189037668 • IENDST22 IEN DST 1 • https://vimeo.com/180991665 • IENDST1
IEN DST 11: • https://vimeo.com/181048315 • IENDST11
Reflecting: In, on, and beyond…
…the story …the storytelling process
Theoretical implications
• IEN stories reflected unsafe learning and working environments that negatively influenced nursing education and IEN well-being, which is defined as UNJUST according to Social Justice Model
Social Justice Model (Power & Faden 2006)
• Social justice – fundamental professional value in nursing
• Social justice is the ability to achieve well-being. Anything that interferes with this goal is an injustice (Moffa et al 2016)
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Dimensions of well-being (Power & Faden 2006)
Health
Reasoning
Attachment Respect
Personal
Security Social Justice
Self-determination
Social Justice
&
Safe Learning
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LET’S CONTINUE
