Utilizing movie watching to enhance student’s psychiatric nursing clinical knowledge, skills, and attitudes.

Submitter Information

Author: Randi Flexner, Clinical Assistant Professor
Title: DNP, APN-C
Institution: Rutgers University
Email: Flexner13@gamail.com

Competency Category(s)
Evidence-Based Practice, Patient-Centered Care, Safety, Teamwork and Collaboration

Learner Level(s)
Pre-Licensure BSN

Learner Setting(s)
Classroom, Clinical Setting

Strategy Type
Independent Study

Learning Objectives

· Identify psychiatric/addiction conditions and effects on family/caregiver dynamics.

· Explore treatment options’ success and failures in psych/addiction diseases. (Patient centered care, Teamwork & Collaboration)

· Review the importance of interdisciplinary care teams in psychiatric care. (Teamwork & Collaboration)

· Analyze various levels of health care interventions and safety with acute and chronic psychiatric disease. (Quality Improvement, Safety)

· Synthesize movie experience with post viewing document for reflection and correlation to QSEN competencies.

Strategy Overview

Students are often afraid or uncomfortable in their psychiatric nursing clinical rotation. Often, their clinical exposure is limited to one semester and a particular population group, either inpatient or outpatient. Utilizing motion picture (movie watching) as a supplemental learning venue can expand one’s knowledge of the disease/addiction condition, presentation, treatment options, and effects on the family/caregiver. Individual reflective journals and shared group discussion can bring supplemental topic learning opportunities, enhance the direct patient clinical experience, and build upon the psych learning objectives in an alternative venue.

Submitted Materials

Movie-Options.docx
EXAMPLE-MOVIE-LIST.docx
Psych-Movie-Supplemented-Learning-Reflective-Journal-1.docx
Clinical-faculty-instructionfinal.docx

Additional Materials

Evaluation Description

Students perceived the movie watching experience as a positive addition to their onsite clinical learning. The movie dramatization introduced students to greater magnitude over time via a “virtual continuum of care”. In turn, it provided an opportunity to expand on their knowledge, skills, and attitudes of psychiatric conditions, addictions, and family dynamics beyond the limitations of their clinical setting.