Digital Storytelling has been identified as a deep learning tool in education in general and in nursing education in particular (Benmayor 2008, Barrett 2006, Dip 2014, Haigh et al 2011, Miller et al 2015). Through stories, learners embrace the nature of issues, community and cultural contexts, or raise awareness about differences (Billings 2016, Clausen et al 2014, Oermann 2015).
Addressing the health care needs of the culturally diverse country such as Canada requires new models to educate healthcare providers and educators. Using Digital Stories is one approach to increase cultural competence in educators and students. This study used Digital Storytelling for nursing faculty professional development. A model of Digital Storytelling was developed and used in the project and will be shared with participants.
Methods: This paper uses a qualitative method to explore the learning experience and awareness of faculty participants about cultural diversity after viewing digital stories. These 24 internationally educated nurse developed stories (with images, voice and music) describe the experience of learning to transition into the Canadian healthcare setting.
Results: The faculty participants realized that they were not fully aware of the complexity the internationally educated nursing students were facing. In addition the faculty realized that they lacked awareness of their own cultural competency and communication skills. The analysis of the stories led to themes that are guiding further faculty development. In addition the process of DST making is an emotional one for student participants when they revisited their most memorable moments in the journey to become a registered nurse in Canada. In the creation of the stories students expressed that they felt more powerful and motivated to fight for a better future. Students expressed that they "found their voice."
Conclusion: The results showed that DST indeed is powerful tool to improve cultural competency of the participants. This study is a unique approach to cultural competence as a majority of studies focus on the measuring or assessment tools of cultural competence (Kardong-Edgren et al 2010, Wilkinson 2012). Some studies have focused on how to teach cultural competence using simulation (Jeffreys 2015, Long 2012, Truong et al 2014). This study approached the need for educators to be culturally competent in addressing when teachng diverse students. In the presentation we will discuss analysis methods of DST as well as DST as a tool to enhance cultural competency. We will share lesssons learned about using the DST process to enhance cultural competence and future research plans.
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