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Using graphic medicine in teaching multicultural nursing: a quasi-experimental study
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Using graphic medicine in teaching multicultural nursing: a quasi-experimental study
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Using graphic medicine in teaching multicultural nursing: a quasi-experimental study
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Journal Article
Using graphic medicine in teaching multicultural nursing: a quasi-experimental study
2023
Overview
Background
Comics, as an art form that combines words and images, can be used with great success in teaching nursing students. Teaching content on multicultural issues is not easy, especially since, in addition to knowledge, it is important to pay attention to communication skills, attitudes of respect, openness or empathy, among others. It is difficult to recognize or discuss these attitudes without student involvement. Graphic stories, comic strips provide such opportunities and facilitate learning new content, even those difficult to communicate naturally and spontaneously. The aim of this paper is to present the possibilities of using the graphic method, in particular comics and graphic novels, in teaching nursing, based on the example of multicultural nursing.
Methods
Quasi-experimental intervention study with a quantitative approach, guided by the STROBE tool The survey was conducted March–May 2022 among State University of Applied Sciences in Piła students. First, students’ knowledge of cultural issues was assessed, then they were randomly assigned to two groups. One group had classes using a comic book, and the other group had classes using traditional methods. After the class, the students’ knowledge was assessed again. Descriptive statistical analyses were performed to obtain the mean, median, standard deviation (SD). Data followed a normal distribution. Data was verified by the t-Students test for independent groups.
Results
Respondents’ knowledge on cultural issues before taking the course was satisfactory, with a mean score of 19.1. After completing the course, knowledge on cultural issues increased and was rated as very good and the mean score for all respondents was 26.9. Statistical analysis showed that there was statistical significance between the groups and the number of points achieved in the posttest. Respondents in the intervention group scored higher than those in the comparsion group.
Conclusion
The use of the graphic method, which is one of the forms of active learning, in teaching cultural content to nursing students has positive didactic effects. Students achieve better learning outcomes in terms of knowledge, skills and attitudes in a way that is more engaging. This makes learning difficult topics, such as a cultural issue, more effective.
It would be worth considering using this method for other courses and/or at other universities as well.
