Background: Storytelling in nursing pedagogy is widely used and generally thought to be effective, but the mechanisms by which it is effective are unclear. This project explored whether watching a professional film affected students' knowledge, beliefs, or attitudes, and whether the extent of any change varied with the amount of narrative transportation (cognitive and emotional engagement in story) experienced.
Method: Eighty-eight students watched the film Wit, took a knowledge pretest and posttest, and completed an instrument to measure narrative transportation. Analysis included t test, correlation, and regression.
Results: Increases in pretest-posttest scores were significant, and a statistically significant, moderate, positive correlation between students' scores for narrative transportation and the amount of change in test scores. Narrative transportation explained significant variance in posttest scores and score change.
Conclusion: Narrative transportation seems to enhance learning and might be a mechanism by which learning occurs. [J Nurs Educ. 2020;59(8):470-474.].
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