Oldal 178 [178]
OCR
Part V. Digital Media and Storytelling in University Courses ] 177 suffering from the condition. Patients found it liberating to tell the story of their disease and the films have since been shown in nursing education (O’Neill, et al., 2018). The dissemination of digital stories on social media platforms can also successfully contribute to prevention activities by highlighting issues that are less represented in mainstream media, such as HIV infection, unwanted pregnancies, and the impact of smog. The Cambridge Patient Voices“ program has also incorporated easy-to-share digital stories into its e-learning curricula to raise the quality of health services. Their educational program aimed to humanize healthcare through sharing personal stories alongside statistics and graphics. The project leaders, Pip Hardy and Tony Sumner aimed to improve the healthcare system by understanding both institutional and individual perspectives; in this sense, digital storytelling was be used as a quality assurance tool. Doctors and nurses were confronted with situations such as the impact of alienation on communication, inhuman conditions, and behavior towards patients, and helped healthcare workers to empathize better with their patients. Because these stories involved trauma, two facilitators joined the group during the workshop to help participants in crisis situations. Creating an atmosphere of trust is also a central issue in such projects, and to this end, the group members had dinner together on the first evening of the three-day workshop and the facilitators offered to share a meal on the second day. Another important aspect is that the workshop was followed up on. Patients who were unable to express themselves verbally for some reason were given the opportunity to express their views (Lambert, 2002/2013). DST has also been included in the training of physiotherapists, radiotherapists, and nurses as a useful method for developing communication and empathy skills. Students participated in workshops with cancer patients, people with long-term illnesses, and psychiatric carers, giving them the opportunity to interact directly with people who were struggling with the problems they were being trained to treat (McLean, 2018). Patients’ healthcare experiences do not always reach doctors; for this reason, trainers introduced patient-generated digital stories into the training of medical students with the primary aim of developing students’ reflective thinking. Then, in their own digital stories, students were asked to reflect on their clinical experiences, most of which were about the pressures faced by those on the front line of healthcare. The students were liberated by the reflective process and the videos later became teaching materials that illustrate the emotional, ethical and professional challenges of the medical profession (Anderson & Kinnair, 2018). DST was also used to promote sensitization in the training of Latino students at the University of Colorado who produced digital stories and experienced the direct benefits of the method. The participants created ® http://www.patientvoices.org.uk/
