UNDERSTANDING NURSING STUDENTS’ EXPERIENCE THROUGH DIGITAL STORYTELLING

Abstract

Objective: The aim of this study was to explore both the student-created digital storytelling and the views of peer sharing of digital storytelling that reflect the clinical experiences of nursing students. Methods: The study employed an explorative qualitative design. The data were collected with a questionnaire containing the findings related to the process of digital story formation and SWOT analysis. After peer sharing, the effect of the digital storytelling on the clinical process was determined with a semistructured interview form. The study follows the COREQ guidelines for qualitative studies. Results: The findings showed that that the student-created digital storytelling was insufficient hardware, interactive and triggering way of communication. While the study also revealed that they had a lack of deeper thinking and product creation had a positive effect on self-esteem. Conclusion: Studentcreated digital storytelling seems to be effective in conveying the clinical experiences. Considering the fact that the acquired hardware contributes to a desired level of learning, it can be said that digital stories are the right tools for transferring sharing subjects. In addition, it can be said that an environment should be created for the students to become aware of their weaknesses and threats. In this context, it can be stated that the information obtained from the peer sharing of students contributed to both professional life and individual equipment during the study. The sharing of different clinical settings with students with the help of a technological tool makes the students feel more comfortable in the clinic. The digital story is a method that can be used by young people of similar ages, both in terms of students preparing their own experiences and being a technological product.