- Title
- Digital storytelling as a teaching and learning strategy: experiences of student nurses
- Creator
- Espach, Juanita
- Subject
- Nursing -- Study and teaching -- South Africa
- Subject
- Nursing students -- South Africa Storytelling -- South Africa -- Computer network resources College teaching -- South Africa Competency-based education
- Date Issued
- 2018
- Date
- 2018
- Type
- Thesis
- Type
- Masters
- Type
- MCur
- Identifier
- http://hdl.handle.net/10948/21549
- Identifier
- vital:29552
- Description
- The ever changing landscape of technology influences every aspect of modern society, also education. Within recent years, technological advancements and inventive educators have transformed traditional teaching and learning strategies to innovative technology infused strategies. These strategies could potentially meet the learning style of the millennial student. One such strategy is described as digital storytelling, during which student groups create a three to five minute multimedia video, utilizing a combination of digital elements such as a narrative voice recording, music, pictures, video and animation. After creating the digital story, the end product is shared with peers. Paucity in research regarding the use of digital storytelling in the context of nursing education in the Republic of South Africa was found. Thus the aim of the study was to explore and describe the experiences of student nurses during the use of digital storytelling as a teaching and learning strategy at a private Nursing Education Institution in Port Elizabeth. The researcher conducted an exploratory, descriptive, contextual and qualitative study which utilized a connectivism framework as the paradigm. Digital storytelling was used as a teaching and learning strategy in the researcher’s own class. A convenience sampling method was therefore employed to select participants. Data was gathered through documenting observational notes during the process of utilizing digital storytelling in the classroom. After the student nurses had utilized digital storytelling, five focus group interviews with twenty four research participants were conducted, which provided data saturation. The data was transcribed and analysed utilizing Tesch’s thematic analysis method and three themes emerged from the data. The benefits of digital storytelling were voiced by the participants since digital storytelling gave them a means to express themselves and they gained new skills while collaborating with others and improving their learning. There was a negative side to it as well, during which research participants experienced negative emotions, lacked the necessary technological skills and found peer teaching an obstacle to their own learning. The participants also provided suggestions to improve the use of digital storytelling during teaching and learning. A thick description of the data with a literature control was provided. The researcher utilized the findings of this study to develop guidelines for Nurse Educators in order to optimize the use of digital storytelling as a teaching and learning strategy. Rigour and trustworthiness were ensured by utilizing Guba and Lincoln’s four criteria. In this study the researcher adhered to the ethical principles as described by the Belmont Report and paid specific attention to the application of these ethical principles in the context of conducting research on one’s own teaching practices. The limitations of this study were that data was collected from only one group of student nurses at one private NEI, after the student nurses’ utilized digital storytelling for the first time in their training. The findings of this study can be used by Nurse Educators to optimize the use of digital storytelling as a teaching and learning strategy. The recommendations of this study include the implementation of the guidelines developed for Nurse Educators.
- Format
- xiv, 131 leaves
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Health Sciences
- Language
- English
- Rights
- Nelson Mandela University
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