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Journal of Problem-Based Learning 2015;2(1): 25-33.
DOI: https://doi.org/10.24313/jpbl.2015.2.1.25    Published online January 31, 2015.
Authenticity: A Critical Element in the use of Clinical Anecdotes as Stimulus Material for Undergraduates in Mental Health Nursing
Anna Treolar1, Margaret McMillan2, Teresa Stone3
1Ph.D., RN MA MPHC Lecturer, Shool of Nursing & Midwifery University of Newcastle, Australia
2OAM Ph.D., RN BA MCurr St (Honours) DNE Emeritus Professor, School of Nursing & Midwifery University of Newcastle, Australia
3Ph.D., (Nursing) RN RMN BA MHM FACMHN Professor, Yamaguchi University, Japan
Correspondence  Anna Treolar ,Tel: 61-2-4921-6303, Fax: 61-2-4921-6301, Email: Anna.Treolar@newcastle.edu.au
© Copyright 2015 International Society for Problem-Based Learning
This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
The aim of the study was to determine the clinical and educational purpose of clinical anecdotes told to undergraduates by nurses working in mental health.
Following ethics approval, 100 stories were collected from experienced nurses working in mental health. These were analysed using a case study methodology.
A framework for student discussion of the stories was developed to assist in the discovery of aspects of mental health nursing expertise.
Authentic clinical anecdotes from the workplace demonstrate many aspects of mental health nursing expertise not readily described in standard textbooks.
Keywords: Storytelling, narrative, undergraduate, mental health nursing, problem based learning
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