A Study to Assess the Effectiveness of Movie Based educational Package in Teaching Psychiatry for Undergraduate Nursing Students in Selected Nursing College at Thiruvalla

 

Mrs. Anu Mathew¹, Mrs. Jaya Mathew²

¹Associate Professor (Mental Health Nursing), TMM College of Nursing, Thiruvalla

 

ABSTRACT:

Background: Movies are a powerful medium of entertainment. Themes like issues in the society, science, religion; culture has been addressed by the films from time to time. Apart from the entertainment value that films hold, one can combine it with education and get a better understanding of the theme focused in the movie.Relevant movie clippings can be used to teach psychiatry and such approach may prove both time efficient and provide emotionally engaging experience for both the learner and the facilitator. Purpose of the study: The study aimed at assessing the knowledge on schizophrenia as measured by a knowledge questionnaire and to determine the effectiveness of movie based educational package in terms of gain in knowledge. Materials and methods: The study comprised of 38 students selected from a nursing college of Thiruvalla Thaluk. Quasi experimental design was used.Thirty-eightparticipants were randomly divided into experimental and control group. The pretest knowledge onschizophrenia was assessed on the first day using structured knowledge questionnaire. A class on schizophrenia was taken to both experimental and control group. The experimental group was shown the movie based educational package depicting schizophrenia which was followed by discussion. Post test was conducted after seven days of completion of the intervention.  Results: The data analysis was done using inferential statistics. The study revealed thatmovie based educational package was found to be better than conventional classroom teaching. Conclusion: Using movie clippings as an additional teaching aid will benefit both the teacher and the student. The students will have deeper insight into the aspects of mental illness which are normally not touched in the conventional method of teaching.

 

 

 

 

 

 

INTRODUCTION:

Films can be used as a successful tool to educate various aspects of psychiatric conditions. Although not perfect, movies are good enough to understand and analyze some aspect of the disorder. Through films students can learn delicate intricacies of the social, personal and familial aspects of the psychiatric patients and their care takers in a better way ( Damjanoviae and Vokavoiae, 2009).

 

New methodologies of teaching psychiatry have been keenly discussed nowadays. Watching films could be an interesting activity that can have a better learning experience. Cinema being a strong medium can shape the viewer’s opinion and attitude. Honest portrayal of the mental illness with the psychopathology, social, cultural and family backgrounds can sensitize the audience about mental illness. Hence movies can be actually used an additional teaching aid to teach psychiatry (Menon and Ranjith, 2009).

 

Films are the medium for entertainment and escapism. Films could be used as an educational tool especially to teach psychiatry topics like mental status examination to undergraduate students (Ramchandani, 2012).

 

Cinemas in all the languages are rich sources portraying psychiatric disorders, and can be a good resource to teach psychiatry to health professionals. However, one should be beware of many inaccurate and misleading portrayals of mental disorders in movies before using it as a teaching and learning resource (Ratnakaran, Sethulakshmi, Subin, and Sherin, 2015).

 

Nitasha and Sunitha (2013) aimed at using cinema education in psychiatry in the form of psychiatry movie club and to assess the acceptability and perception of students towards cinema education. The study was conducted among 34 third year B.Sc Nursing students. The study revealed that majority of students had positive attitude towards cinema education and 62% students reported that such method should be incorporated into mainstream psychiatry curriculum.

 

Another articleby D. Bhugra (2010) in movies and mental health between Hollywood and Bollywood highlighted the relationship of films and psychiatry and the use of films to teach the therapeutic relationship between the therapist and the patients, especially the concept of transference and counter transference. The advantage of using films in teaching mental illness does not involve the confidentiality of a real patient. In addition the ‘patient’ can be seen interacting with others, giving a clearer understanding of the impact of the illness on others.

 

MATERIALS AND METHODS:

The study was conducted among 38 eligible B.Sc Nursing students. The students were randomly distributed equally to experimental and control group. Approval from the institutional ethical committee and informed consent from the participants were obtained. The tools used in the study included structured knowledge questionnaire which consisted of the following areas: diagnosis, signs and symptoms, treatment modalities, caregiver’s burden in schizophrenia.The content validity of the tool was established. Reliability was established by spilt half method (r=0.84).

 

Movie based educational package:

The content of the movie based educational package was developed based on the literature review and opinions from the experts. The areas included clippings depicting diagnosis, signs and symptoms, treatment modalities, care givers burden in schizophrenia. The movie based educational package of 1 hour was administered to the experimental group, which was followed by discussion.

 

Data collection:

On the day one, the structured knowledge questionnaire on schizophrenia was given to students.  The answers were collected from both the groups. Conventional teaching on schizophrenia was taken to both the group and the movie based educational package followed by discussion was done to the experimental group on the same day. On the eighth day, the Post test was conducted by administering the same structured questionnaire to both the group. The collected data was analyzed based on the objectives by using descriptive and inferential statistics.

 

RESULTS AND DISCUSSION:

Testing the H1 hypothesis:

There will be significant difference between pre and post test score of the experimental group.

 

Score of experimental group

Group	Pre intervention		Post intervention		Paired t value	Level of significance  t 0.05%
	Pretest mean	SD	Post test mean	SD
Experimental group	10	2.09	20.7	5.6	7.9	S*

S*- significant

 

The calculated t value is 7.9 which is greater than tabulated value at 0.05 level of significance which shows that result is significant the H1 hypothesis is accepted.

 

Testing the H2 hypothesis:

There will be significant difference between the pre and post test score of the control group.

 

 

 

Score of the control group

Group	Pre intervention		Post intervention		Paired t value	Level of significance       t 0.05%
	Pretest mean	SD	Post test mean	SD
Control group	9.3	1.8	9.6	3.6	0.31	NS

NS-not significant

 

The calculated t value is 0.31 which is lesser than the tabulated values at 0. 05 level of significance so the H2 hypothesis is rejected and null hypothesis H0 is accepted. Jukic, V., Brecic, P (2010) utilized movie in educating psychiatric residents at Psychiatry Hospital Varpce where they had experimented with having an educational forum.Monthly panel discussion are being conducted and selected movies are projected and semi structured discussions are being conducted. It was found to be effective as knowledge is gained in an interesting form of entertainment.

 

CONCLUSION:

Most of the movies made has a commercial aim than an educational aim. However from those movies carefully selected movies be used as a teaching aid especially in teaching psychiatry to various health professionals involved in the mental health team. Such an innovative teaching tool would bring a newer perspective to classroom teaching.There are studies in the literature recommending the use of movie clippings for teaching psychiatry instead of using the whole film Karla G (2010). The present study utilized a movie based educationalpackage to teach schizophrenia to undergraduate nursing students. On the basis of results it could be concluded that there is a significant difference between the post testmean knowledge score of teaching with movie based educational package over conventional classroom teaching.

 

REFERENCES:

1.       Damjanović, A., Vuković, O., Jovanović, A.A., Jasović-Gasić, M(2009). Psychiatry and movies. Psychiatr Danub., 21, 230–5.

2.       Menon, K.V., Ranjith, G.(2009). Malayalam cinema and mental health. Int Rev Psychiatry, 21, 218–23.

3.       Nithasha,S., Sunitha,S., and Sandya, G.(2013). Psychiatry Movie Club: an innovative way to Teach Psychiatry. Delhi Psychiatry Journal, 16(2), 335-342.

4.       Ramchandani, D.(2012). The downside of teaching psychopathology with film. Acad Psychiatry, 36:154–5.

5.       Ratnakaran,B., Sethulakshmi,S.A., Subin,T., Sherin.D.A.(2015). Psychiatric disorders in malayalamcinema. Kerala Journal of Psychiatry, 28(2), 195-203.

6.       Karla, G. (2011). Psychiatry Movie Club: A novel way to teach psychiatry. Indian J Psychiatry, 53, 258-260. doi:10.4103/0019-5545.86820

7.       Jukic, V., Brecic, P., Savic’, A. (2010) Movies in Education of Psychiatric Residents.PsychiatriaDanubina 22(2)304-307.

 

 

 

 

 

Received on 02.12.2017       Modified on 15.01.2018

Accepted on 29.03.2018      ©A&V Publications All right reserved