Exploring the Use of Fictional Film as a Trigger to Enquiry Based Learning

Goodall, Nicola Carole (2017). Exploring the Use of Fictional Film as a Trigger to Enquiry Based Learning. EdD thesis The Open University.

DOI: https://doi.org/10.21954/ou.ro.0000cc1b


This research explored the use of fictional film as a trigger to Enquiry Based Learning (EBL) within a pre-registration adult nursing programme. This qualitative research used an open and interpretive approach. An in depth consideration of the experiential learning of the nursing students using creative pedagogy within EBL alongside practice was the primary focus. This research sought to contribute to knowledge related to the application of narrative pedagogy and creative media within nurse education, considering what this new approach could contribute to the learning experience of nursing students to increase their perception of the value of EBL.

A critical review of the literature, encompassing databases related to healthcare, education and media studies, concentrated on topics including reflective practice, narrative pedagogy, narrative learning, teaching as enchantment and Cinemeducation. This important stage also informed the development of the research approach, enabling a clearer theoretical and practical rationale and design for the study.

Participants included two groups of adult nursing third year undergraduate students, completing their final practice placements and attending EBL alongside this. Data were collected using semi-structured, open-ended individual interviews, guided group discussions and EBL facilitator observation, further evidenced and documented through the compilation of research diaries. Ethical approval was granted by the ethics committees within both Universities involved. All students consented to participate in the guided group discussions, and twelve students agreed to be interviewed. As a nurse educator within the programme, and the group facilitator for both groups, I was able to maintain participant observation through every EBL session over a two-year period.

The data were transcribed and thematically analysed, synchronously with the data collection phase. Themes included memorability, relevance, authenticity, emotional engagement and exploration of the safe boundaries related to the use of fictional film within professional education. Findings indicated that the incorporation of carefully selected fictional film into EBL is both popular and effective, facilitating debate regarding essential learning outcomes and therefore impacting positively on the student learning experience. As such this research supports the assertion that the use of fictional film should be included within UK adult nurse education.

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