创建并在线使用以患者为中心的视频、数字化故事讲述和互动自我测试问题，用于病理生理学教学。
Creation and Online Use of Patient-Centered Videos, Digital Storytelling, and Interactive Self-testing Questions for Teaching Pathophysiology.
机构信息
Author Affiliations: Communications Coordinator (Ms DeLenardo), Centre for Addiction and Mental Health, Toronto; Assistant Professor (Drs Savory and Feiner) and Associate Professor (Dr Carnegie), Department of Cellular & Molecular Medicine, and Fourth Year BSN student, Faculty of Health Sciences (Ms Cretu), University of Ottawa, Ontario, Canada.
出版信息
Nurse Educ. 2019 Nov/Dec;44(6):E1-E5. doi: 10.1097/NNE.0000000000000646.
BACKGROUND
Nursing students need to not only understand the pathophysiological basis of disease but also acquire insight into its effects on patients and their families.
PURPOSE
Digital storytelling was used to engage students in self-directed, online learning, allowing them to identify with patients dealing with disease and its consequences.
METHODS
Scripts were written and videos created that simulated patient experiences with select diseases of the gastrointestinal and respiratory systems as well as diabetes. Videos plus online self-testing questions were provided to nursing students studying pathophysiology and student outcomes on summative examinations compared before and after introduction of the videos.
RESULTS
Students had improved outcomes on summative examination questions that targeted diseases addressed in the video modules.
CONCLUSIONS
Digital storytelling is an effective way to portray illness from a patient perspective, and the addition of this approach to pathophysiology instruction can benefit student learning.
背景
护理专业的学生不仅需要理解疾病的病理生理学基础，还需要深入了解疾病对患者及其家庭的影响。
目的
使用数字化故事讲述的方法，让学生进行自主在线学习，使他们能够认同患有疾病及其后果的患者。
方法
编写脚本并制作视频，模拟患有胃肠道和呼吸系统疾病以及糖尿病的患者的经历。为学习病理生理学的护理专业学生提供包含视频和在线自测问题的资料，在引入视频前后对学生在总结性考试中的表现进行对比。
结果
学生在针对视频模块中涉及疾病的总结性考试问题上的表现有所提高。
结论
数字化故事讲述是从患者角度描绘疾病的有效方式，将这种方法添加到病理生理学教学中可以使学生受益。
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