Impacto de la pandemia COVID-19 en colectivos vulnerables a través de la mirada de los estudiantes de enfermeríaUn proyecto educativo con Photovoice

  1. Andina Díaz, Elena 1
  2. Siles González, José
  3. Serrano Fuentes, Néstor
  4. Welch, Lindsay 2
  5. del Blanco Ubiergo, Gema 1
  6. Solano Ruiz, M. Carmen 3
  1. 1 Universidad de León
    info
    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

    Geographic location of the organization Universidad de León
  2. 2 University of Southampton
    info
    University of Southampton

    Southampton, Reino Unido

    ROR https://ror.org/01ryk1543

    Geographic location of the organization University of Southampton
  3. 3 Universitat d'Alacant
    info
    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

    Geographic location of the organization Universitat d'Alacant
Show affiliations +
Journal:
New Trends in Qualitative Research

ISSN: 2184-7770

Year of publication: 2021

Issue Title: Qualitative Research in Health: Advances and Challenges

Volume: 8

Type: Article

DOI: 10.36367/NTQR.8.2021.571-581 DIALNET GOOGLE SCHOLAR lock_openBULERIA editor

More publications in: New Trends in Qualitative Research

BULERIA. Repositorio Institucional de la Universidad de León: lock_openOpen access Externo

Abstract

New teaching strategies for higher education suggest integrating dynamic methodologies. Thus, university students’ critical thinking can be actively worked. Reflective photography or photovoice has been used in the educational field to form knowledge about the social context. Goals: To develop an educational project where critical thinking is promoted in nursing students using photovoice. Methods: Participatory Action Research, specifically photovoice. The educational project was carried out in three different geographical areas: nursing students from the University of León (Spain), Alicante (Spain) and Southampton (United Kingdom). The chosen topic was the impact of COVID-19 pandemic on lower socioeconomic groups and ethnic minorities. The students accessed the community context and photographed this impact. Each photograph was accompanied by an explanation (narrative). Then, a discussion group was conducted in seminars where they analysed the photographs/narratives qualitatively, establishing categories. Photographs were selected to represent each category. Finally, a photographic exhibition was built to promote reflection at the community level. Results: 84 students participated in the project. The categories "hunger", "homeless", "disadvantaged neighbourhoods", "working in the streets", "silence in the streets" and "ethnic minorities" emerged from the data and served as a thread for students to reflect on the impact of COVID-19 pandemic on these vulnerable groups. Conclusions: This educational project, which used the photovoice tool, showed how critical thinking was promoted in students across different countries. Photovoice seems to be an original, simple, and inexpensive tool to encourage university students' critical thinking regarding the social and cultural dimensions of health. This is relevant since they are the future promoters of community health changes.

Bibliographic References

  • Andina-Díaz, E. (2020). Using Photovoice to stimulate critical thinking: An exploratory study with Nursing students. Revista Latino-Americana Enfermagem, 28:e3314. http://dx.doi.org/10.1590/1518-8345.3625.3314
  • Bran, G., Miller, K., Saunde, R., Dugmore, H., Etherton-Beer, C. (2015). Expanding the Caring Lens: Nursing and Medical Students Reflecting on Images of Older People. Gerontology & Geriatric Education, 37(2). https://doi.org/10.1080/02701960.2015.1059832
  • Coronado, C., Freijomil-Vázquez, C., Fernández-Basanta, S., Andina-Díaz, E., Movilla-Fernández, M. J. (2020). Using photovoice to explore the impact on a student community after including cross-sectional content on environmental sustainability in a university subject: a case study. International Journal of Sustainability in Higher Education, 21(7), 1331-1350. https://doi.org/10.1108/IJSHE-01-2020-0031
  • De Lima, R., Bergold, L.B., Souza, J.D.F., Barbosa, G.S., Ferreira, M.A. (2018). Death education: sensibility for caregiving. Revista Brasileira Enfermagem, 71(4), 1779-84. https://doi.org/10.1590/0034-7167-2017-0018
  • Díez, J., Conde, P., Sandin, M., Urtasun, M., López, R., Carrero, J.L., et al. (2017). Understanding the local food environment: A participatory photovoice project in a low-income area in Madrid, Spain. Health Place, 43, 95-103. https://doi.org/10.1016/j.healthplace.2016.11.012
  • Edwards, S., Fryer, N., Boot, M., Farquharson, M., McCormarck, S., Sluman, K., Tigar, K. (2018). Results of cross-faculty ‘capstone’ assessments involving nursing and performing arts students. Nursing Management, 25(4), 22-9. https://doi.org/10.7748/nm.2018.e1777
  • Evans-Agnew, R.A., Boutain, D.M., Rosemberg, M.A. (2017). Advancing nursing research in the visual era. Reenvisioning the Photovoice Process Across Phenomenological, Grounded Theory, and Critical Theory Methodologies. ANS Advances in Nursing Science, 40(1), E1-15. https://doi.org/10.1097/ANS.0000000000000159
  • Fernandes, C.S., Ferreira, F., Marques, G. (2018). The use of the Photovoice methodology to determine the concept of family which nursing students have. Avances en Enfermería, 36(1), 59-68. https://doi.org/10.15446/av.enferm.v36n1.63988
  • Gallagher, M.R., Stevens, C.A. (2015). Adapting and Integrating Photovoice in a Baccalaureate Community Course to Enhance Clinical Experiential Learning. Journal of Nursing Education, 54(11), 659-62. https://doi.org/10.3928/01484834-20151016-09
  • Garcia Leal, C.C., Gomes-Sponholz, F.A., Mamede, F.V., Lossi-Silva, M.A., Baptista-Oliveira, N.T., Moraes-Leite, A. (2018). Photovoice: method experiment research with adolescent mothers. Escola Anna Nery, 22(3), e20170322. https://doi.org/10.1590/2177-9465-ean-2017-0322
  • Giorgi, A. (1997). The theory, practice, and evaluation of the phenomenological method as a qualitative research procedure. Journal of Phenomenological Psychology, 28(2), 235–260. https://doi.org/10.1163/156916297X00103
  • Jin, J., Bridges, S. (2016). Qualitative Research in PBL in Health Sciences Education: A Review. Interdisciplinary Journal of Problem-Based Learning,10(2). https://doi.org/10.7771/1541-5015.1605
  • Johnston, G. (2016). Champions for social change: photovoice ethics in practice and false hopes for policy and social change. Global Public Health, 11(5-6), 799-811. https://doi.org/10.1080/17441692.2016.1170176
  • Kronk, R., Weideman, Y., Cunningham, L., Resick, L. (2015). Capturing students transformation from a global service-learning experience: the efficacy of photo-elicitation as a qualitative research method. Journal of Nursing Education, 54(9), S99-S102. https://doi.org/10.3928/01484834- 20150814-18
  • Malka, M. (2021). Photovoice as a creative coping tool with the COVID-19 crisis in practical training seminar for social work students. Qualitative Social Work, 20(1–2), 544–552. https://doi.org/10.1177/1473325020973309
  • Mullen, R.F., Kydd, A., Fleming, A., McMillan, L. (2017). Dignity in nursing care: what does it mean to nursing students? Nursing Ethics, 1:969733017720825. https://doi.org/10.1177/0969733017720825
  • Siles-Gon´zalez, J., Solano-Ruiz, C. (2017). Poesía y cuidados: un instrumento para la gestión de emociones y sentimientos en enfermería. Enfermeri?a: Cuidados Humanizados, 6(2), 2393-6606. https://doi.org/10.22235/ech.v6i2.1463
  • United Nations. (2020). UN working to ensure vulnerable groups not left behind in COVID-19 response. Available at: https://www.un.org/en/un-coronavirus-communications-team/un-working-ensure-vulnerable-groups-not-left-behind-covid-19
  • Von Sommoggy, J., Rueter, J., Curbach, J., Helten, J., Tittlbach, S., & Loss, J. (2020). How Does the Campus Environment Influence Everyday Physical Activity? A Photovoice Study Among Students of Two German Universities. Frontiers in public health, 8, 561175. https://doi.org/10.3389/fpubh.2020.561175
  • Wallerstein, N., Bernstein, E. (1988). Empowerment education: Freire's ideas adapted to health education. Health Education Behaviour, 15, 379–394.
  • Wang, C.C., Burris, M.A.(1997). Photovoice: Concept, Methodology and Use for Participatory needs Assessment. Health Education Behaviour, 24(3), 369-87.
Data source: Dialnet