The use of film in nursing and medical education has been supported as an effective instructional method. The purpose of this article is to identify and synthesize the available studies on teaching–learning strategies to be used with film for prelicensure students. Electronic databases were searched to identify studies published in the English language between January 1990 and March 2012. Twenty-seven articles met the selection criteria for this review and were analyzed. After in-depth discussion about and investigation of the relevant literature, we narrowed down three teaching–learning strategies: reflective activities, practical activities, and evaluative activities. The synthesis of the identified teaching–learning strategies provides a data point for the development of more effective evidence-based learning activities for prelicensure students. Future studies should focus on the examination of teaching effectiveness and learning outcomes, as well as the evaluation of using film, to achieve nursing competencies appropriate to role preparation.
Dr. Oh is Associate Professor, Department of Nursing, Institute of Health Science, Inje University, Busan, South Korea; Dr. De Gagné is Assistant Professor, School of Nursing, Georgia State University, Atlanta, Georgia; and Ms. Kang is doctoral student, School of Education, University of North Carolina, Greensboro, North Carolina.
This work was supported by a research grant in 2012 from Inje University. The authors thank Lorraine Steefel, DNP, RN, CTN-A, Adjunct Assistant Professor, UMDNJ School of Nursing, Newark, New Jersey, for her assistance with proofreading and editing the manuscript.
The authors have disclosed no potential conflicts of interest, financial or otherwise.
Address correspondence to Jina Oh, PhD, RN, Associate Professor, Department of Nursing, Inje University, Busanjingu, Busan, South Korea; e-mail: email@example.com.