電影教學運用在精神心理教育之模式──以護理在職生為例

Cinema Teaching in Mental and Psychological Education: An Example Using RN-BSN Nursing Students

「電影」是有效學習法的一種，可以增加學習的深度與廣度。在知識與科技不斷累進的時代，如何讓學習時間受限並已具基礎知識的護理在職生，能引發學習興趣、激發學習潛能、增進自主反思能力，是在職課程設計的挑戰。透過電影教學的方式，藉由劇情典型示範發展，可使學生投入情感融入背景脈絡的故事中，引發學生了解精神心理問題發生的前後歷程，增加學生對病人行為的理解，並同理病人與家庭在患病時的痛苦與無奈，進而更全貌的對個案、家庭與社會提供關懷、照護與支持，達到精神心理教育的目標，亦增進了認知和情意教育。

Movies can be an effective tool for increasing the depth and breadth of learning. In this era of continuously advancing knowledge and technology, it is essential to design curricula that shorten the learning time of RN-BSN nursing students and arouse and stimulate their interest and potential. Designing an in-service nursing curriculum that enhances the self-reflection capabilities of students is challenging. Cinema teaching and the development of the plots model facilitate student engagement with movies. Through emotional development and the setting of background contexts, cinema teaching helps transform and establish students’ knowledge of mental and psychological healthcare and increases their understanding of patient behaviors. Mental and psychological education aims to enhance cognition and provide practical learning strategies for in-serving nursing students. By implementing the cinema teaching method, students come to empathize with the pain and helplessness of patients and their families and learn how to provide care and social support to these patients.