Cinema as educational strategy in the nursing as training process

Abstract

Background: the cinema in the teaching-learning process allows developing creativity, complementing knowledge, favors critical analysis, thought abstraction, delivers content that the teacher wishes to profile in the film light by offering moments of the educational space with entertainment, favoring understanding.
Objective: to reveal the opinion of fifth year students of the Nursing degree regarding cinema as an educational strategy.
Methods: qualitative research based on the grounded theory. The sample was not probabilistic, intentional of cases by criteria and convenience, made up of 21 students, after signing an Informed Consent authorized by the School Office. Information gathering was carried out through in-depth interviews and analysis through data reduction. The validity was checked with rigor criteria and was also triangulated by researchers.
Results: the theme of Filmography Workshop for Mental Health emerged from which four categories arose: Meaning of educational strategies to learn Mental Health, facilitating factors for learning through cinema, impeding factors for learning through of cinema andfunctions and fields of the professional practice of the Nurse / or in Mental Health identified through cinema.
Conclusions: the cinematic workshop is an excellent activity as educational strategy, it strengthens abstract and critical thought, delivers pedagogic tools at the disposal of the formation. Facilitating factors: used methodology and the role of the teacher, it is indicated that the absence of time and the search of the type of format of the movies became obstructing factors; the educational and attendance roles were identified, to allow them to prepare activities linked to the professional role, it is possible to incorporate critical thought, decision making and the discipline role was identified.

DeCS: EDUCATION, NURSING; PROFESSIONAL TRAINING; STUDENTS, NURSING; MOTION PICTURES; LEARNING.