title: Connecting narrative with mental health learning through discussion and analysis of selected contemporary films.
abstract: In a recently completed qualitative study of nursing leaders' views of requirements for practice, seven aspects of recovery practice were revealed as central for graduates to learn. It is challenging to provide an in-depth understanding of recovery in a nursing curriculum because there are so many competing content areas and, as a result, time is constrained. However, because it is so vital to understand, educators would benefit from developing and sharing teaching strategies that explore recovery deeply, memorably, and engagingly, in order to encourage theory to be put into practice. Recent research into narrative pedagogy suggests that better use of stories, especially those that have strong emotional pull, such as well-made films and memoirs, may offer solutions to creative educators. Stories can have transformative potential, because once heard and heeded, the person can never go back to exactly how they were before. Recovery learned in this way becomes a threshold concept for the mental health curriculum. This paper outlines an engaging and time-efficient teaching strategy to develop these skills, drawing on the concept of narrative pedagogy.
authors.affiliation: School of Nursing and Midwifery, CQ University, Noosaville, Queensland, Australia.
authors.forename: Margaret
authors.initials: M
authors.lastname: McAllister
mesh_terms: D004506:Education, Nursing / Q000379:methods*; D004645:Empathy; D006801:Humans; D001523:Mental Disorders / Q000175:diagnosis / Q000451:nursing; D008603:Mental Health / Q000193:education*; D009040:Motion Pictures; D013663:Teaching
keywords: film; mental health nursing education; narrative; stories; transformative learning