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dc.contributor.authorBushinger, Erin
dc.date.accessioned2015-10-20T16:12:45Z
dc.date.accessioned2020-06-22T14:34:33Z
dc.date.available2015-10-20T16:12:45Z
dc.date.available2020-06-22T14:34:33Z
dc.date.issued2012-04-01
dc.identifier.urihttp://hdl.handle.net/20.500.12648/928
dc.description.abstractThis project looks at why digital storytelling may be an appropriate learning tool for hospital nurses and if so, how to best develop digital stories to support caregivers’ multiple intelligences. For this project, I developed two digital stories – one from a patient perspective and one from a caregiver perspective. It is through these stories and feedback from nursing staff at a nonprofit hospital in Upstate New York that I was able to learn if the stories I created positively impacted nursing staff by educating them on important topics in patient care and safety. I also use cognitive learning theory to determine where the strengths and weaknesses of digital storytelling lie. This study tested the assertion, supported by related literature, that digital stories are excellent learning tools because they accommodate people’s different learning styles, and this may affect teaching techniques. In healthcare, a world where evidence-based practices are critical, digital stories are being promoted and used to teach nurses valuable lessons that can’t be taught by statistics or research findings (Haigh & Hardy, 2011). Through this study, I was able to recommend to the hospital that they should in fact use digital storytelling as an educational tool. I recommended that they do this using the following methods: hold a digital storytelling contest with nursing staff, use digital stories produced by hospital staff during new employee orientation, use digital stories as educational tools during hospital in-services and education days, gather before and after stories from nursing staff to see if behaviors changed based on the digital story they watched, investigate the benefits and opportunities for reflection and transformational learning provided by the digital storytelling process, and use digital stories as educational tools on certain nursing units while providing other nursing units with written stories to see if digital stories changed behaviors more than written stories.en_US
dc.description.sponsorshipDr. Kathryn Stam, adviser ; Dr. Russell Kahn, Second Readeren_US
dc.language.isoen_USen_US
dc.subjectstorytellingen_US
dc.subjectdigital storytellingen_US
dc.subjectdigital storiesen_US
dc.subjectdigital storytelling processen_US
dc.subjecthealthcareen_US
dc.subjectmultiple intelligencesen_US
dc.subjectnursing staff retentionen_US
dc.subjectnursing staff retentionen_US
dc.subjectpatient care and safetyen_US
dc.subjectcognitive learning theoryen_US
dc.subjectlearning stylesen_US
dc.subjectnursingen_US
dc.subjecteducational toolsen_US
dc.titleDeveloping Digital Stories to Accommodate Multiple Learning Styles in a Healthcare Environmenten_US
dc.typeThesisen_US
refterms.dateFOA2020-06-22T14:34:33Z
dc.description.institutionSUNY Polytechnic Institute


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