Abstract
Teaching an undergraduate nursing research course in an accelerated, seven-week format challenges instructors to engage students and impart research skills in a narrow timeframe. Student engagement is essential to the learning process; however, educators must foster nursing students' reflective thinking abilities. Digital storytelling is used to increase student engagement and reflective thinking, but nursing literature shows little research in this area. In this study, the instructors facilitated discussion board activities and digital storytelling and then evaluated the participation in these active learning strategies. The data showed a perceptive increase in student satisfaction and reflective thinking.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Electronic Resources in Medical Libraries
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
