|LETTER TO THE EDITOR
|Year : 2021 | Volume
| Issue : 3 | Page : 120-121
Cinema education using family films for improving the ability of nursing students in language and communication ability in family nursing care: A pilot study
Tantut Susanto, Rismawan Adi Yunanto, Kholid Rosyidi Muhammad Nur
Department of Community, Family, and Geriatric Nursing, Faculty of Nursing, University of Jember, Jember, Indonesia
|Date of Submission||24-Feb-2020|
|Date of Decision||18-Jan-2022|
|Date of Acceptance||01-Mar-2022|
|Date of Web Publication||26-Apr-2022|
Department of Community, Family, and Geriatric Nursing, Faculty of Nursing, University of Jember, Jl Kalimantan 37 Jember, Jawa Timur, 68121
Source of Support: None, Conflict of Interest: None
|How to cite this article:|
Susanto T, Yunanto RA, Muhammad Nur KR. Cinema education using family films for improving the ability of nursing students in language and communication ability in family nursing care: A pilot study. Educ Health 2021;34:120-1
|How to cite this URL:|
Susanto T, Yunanto RA, Muhammad Nur KR. Cinema education using family films for improving the ability of nursing students in language and communication ability in family nursing care: A pilot study. Educ Health [serial online] 2021 [cited 2022 Oct 7];34:120-1. Available from: https://educationforhealth.net//text.asp?2021/34/3/120/344153
Selection of appropriate learning strategies in the design of learning is important issues in medical and health education. Therefore, it can help students absorb new information more deeply and connected with new ideas or new experience. Film in education can be categorized into two, namely film education (referring to film production) and education through film (using film as an instructional methodology). Film can be used in teaching the values of professionalism in medical and allied health students. Film creates trends, has a tremendous influence on learning, and is a significant teaching method. Therefore, film can be used as a teaching and learning method in nursing education because it can help develop awareness, disseminate information, and train students in health sciences as potential health professionals.
In our study, we conducted a pilot cross-sectional, quantitative survey in an Indonesian university among 199 undergraduate students completing a healthcare degree in nursing for family health nursing subjects. Students were required to watch nine films recommended by the International Family Nursing Association. To evaluate the association between the films depicting families experiencing different aspects of healthcare and student ability to provide nursing care, the survey was designed using the Grading Criteria for Family Assessment Paper, Language Scale, and Communication Rating Scale, respectively. Our findings demonstrated that the majority of nursing students found the teaching resource complementary or more useful compared to a lecture although less so compared to a tutorial. Students' self-assessment of learning according to the Grading Nursing Care Criteria indicated that the filmed was a valuable learning tool. After we performed data analysis using analysis of variance from the group of students after receiving nine films, we found that there was no significant difference on learning levels of students after reviewing each film that we used in this study (P = 0.308; F = 1.253). We also performed a comparison between cinema education model with classical learning model and the result indicated that students reported higher levels of learning with cinema education model compared to classical learning model in their language and communication ability (P ≤ 0.001; F = 32.99).
Students are able to recognize the dimensions of communication, including empathy, doctor's personal interests, and palliative care in a film, so they are able to think about their attitudes toward life and death. Students' self-reports about the benefits of learning from the use of simulated clinical scenarios in the films as teaching resources included improved critical thinking skills and conceptualization of knowledge related to pharmacology. Therefore, it is important to use films as a complement media for teaching and learning methods. Meanwhile, the communication skills of nursing students improved after the administration of film-watching interventions for 5 weeks of learning. Furthermore, watching films with clinical content can improve family assessment skills in students in family nursing.
The authors would like thank you for Faculty of Nursing, Universitas Jember for Research Activities, Department of Research and Community Engagement, University of Jember, for Teaching Grant of Islamic development Bank Funding 2018.
Financial support and sponsorship
Conflicts of interest
The authors declare that there is no conflict of interest from this study.
| References|| |
Oh J, Kang J, De Gagne JC. Learning concepts of cinenurducation: An integrative review. Nurse Educ Today 2012;32:914-9.
Zauderer CR, Ganzer CA. Cinematic technology: The role of visual learning. Nurse Educ 2011;36:76-9.
Wilson AH, Blake BJ, Taylor GA, Hannings G. Cinemeducation: Teaching family assessment skills using full-length movies. Public Health Nurs 2013;30:239-45.
Keser I, Acar G. The impact of watching movies on the communication skills of nursing students: A pilot study from Turkey. Int Arch Nurs Health Care 2017;3:1-7.
Klemenc-Ketis Z, Kersnik J. Using movies to teach professionalism to medical students. BMC Med Educ 2011;11:60.
East L, Hutchinson M. Evaluation of a filmed clinical scenario as a teaching resource for an introductory pharmacology unit for undergraduate health students: A pilot study. Nurse Educ Today 2015;35:1252-6.