Understanding the patient experience through the power of film

1. Understanding the patient experience through the power of film Research Team: Sherri Ogston-Tuck Kath Baume Simon Heng Chris Clarke

2. Background Cinema - the most powerful form of communication. • It can tap into ethical issues (Beauchamp and Childress, 2009; Volandes 2007) • It is a visual process for learning (Alacron and Aguirre, 2007) • It is identified as an important vehicle for health education (Donnie et all, 1993; Edmunds 2013) • Film – can fill that imaginative leap (Volandes, 2007). • makes it possible to learn from past experiences. • share constructive knowledge, stimulate vicarious learning; • provoke emotional responses, generate discussion about the patient relationship; • enhance clinical decision-making and emphasise skills of teamwork; • humanistic empathy at the patient’s bedside (Merendez et al, 1999; Fresnadilo-Martinez et al, 2005 cited in Alacron and Aguirre, 2007; Herman, 2006) •

3. Aims and Objectives Study aims: to investigate learning enhancement through film study in nursing education. Three objectives: 1. To determine how this helps students to engage with their role as health care professionals; 2. To determine how they view the personal experience of illness/disease/disability/death as depicted in films; and 3. To determine how this may impact upon their provision of patient care.

4. Methodology Film selection- • Series of meetings with research team to decide the film selection • Developed contemplative exercises and order of films Mixed method approach- 3 tiers of data collection • Video recording of post screening reaction response and questionnaire • Questionnaires • Focus group to capture application to clinical practice • Subjective text condensation (Malterud, 2012) • Sample: invited by email to participate. N = 49

5. Film selection Mixture of films- animation; French film with sub-titles; Biopic; Hollywood drama; BBC documentary Film 1 Animation - Finding Nemo Film 2 French film - Diving Bell and the Butterfly Film 3 Biopic – Sex and drugs and rock and roll Film 4 Drama - Iris Film 5 Documentary- Boy whose skin fell off Film 6 French film- Untouchable Film 7 Hollywood drama- Temple Grandin • • • • • • •

6. Impact of film Findings – description and concepts New insights looking through patients eyes •

7. New insights looking through patients eyes “It was the vision through somebody else’s eyes that I found quite poignant actually. The “realisticness” of actually being able to see through their eyes through the film….the actual distortion of the vision- if if that makes sense; not just from their perspective. It made me think about how to empathise better with my patients”. “It’s not the disability but how you’re treated that affects your disability. There’s the paradox”. “The job gets in the way sometimes doesn’t it? People just get on with the job and forget that they are treating people…..to step back and see it from the patients point of view is a real eye opener”.

8. Impact of film Findings – description and concepts New insights looking through patients eyes Evoking emotion in student nurses Spiritual care • • •

9. Evoking emotion in student nurses “I found it a very… very safe and secure way to explore my own feelings towards different disabilities…… and in practice we don't have the opportunity”. “I think it also helped really tap in on an emotional level and I was really quite, you know upset at times for her, because you see her journey as she travels through everything she's letting go of and it's so sad, I think I was really in tune on an emotional level”.

10. Impact of film Findings – description and concepts New insights looking through patients eyes Evoking emotion in student nurses Spiritual care Going to the movies to learn about the patient experience Self discovery through film Using film to link theory and practice • • • • • •

11. Going to the movies to learn about the patient experience “Since, probably having discussions every time I watch a film, I ...you kind of look....you do… you analyse it- you look for those elements in there and you're able to think about how you would cope with that…and how you would then you know, if you were faced with that in practice- how could you deal with that, with a patient”. “If I meet somebody with dementia....there's bits that you think…oh I remember that from the film...and I remember that that's a common trait- you build up that knowledge then don't you?...of..... but I mean they're not always the same but there are similarities- I think the more you see the more you learn”. “Sometimes it fills in a gap of where you may be lacking….placements can’t cover everything”.

12. Recommendations • Aims and objectives of the study met • Film is a powerful medium that should be integrated into pre registration nursing curriculum, pedagogy, teaching and learning • Longitudinal study

13. Bruce and his Shark pals are trying to break their addiction to eating fish using the 12 step program of alcohol addiction Any Questions?

14. References Alacron, W.A. and Aguirre, C.M., (2007) The Cinema in the Teaching of Medicine: Palliative Care and Bioethics. Journal of Medical Movies 1: 32-41 Beauchamp, T.L. and Childress, J.F., (2009) Principles of Biomedical Ethics Sixth Edition. Oxford University Press Dobson, R., (2006) Can medical students learn empathy at the movies? British Medical Journal 328(7479):1363 Edmonds, M.L., (2013) Use of Film in Teaching Concepts of Qualitative Inquiry to Graduate Nursing Students Journal of Nursing Education. 52 (3): 179-180 Herrman, J.W., (2006) Using film clips to enhance Nursing Education 31 (6): 264-9 Malterud, K., (2012) Systematic text condensation: A strategy for qualitative analysis. Scandinavian Journal of Public Health, 2012; 40: 795–805 Tuck, G., (2013) Film and Psychiatry. Bristol Psychiatry Autumn School, Bristol. Volandes, A., (2007) Medical ethics on film: towards a reconstruction of the teaching of healthcare professionals Journal of Medical Ethics. 33:678-680