The effect of a digital storytelling workshop intervention on empathy and attitudes toward people with disabilities among nursing students: A parallel-group randomized controlled trial
Nurse Education in Practice, cilt.96, 2026 (SCI-Expanded, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 96
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.nepr.2026.104968
- Dergi Adı: Nurse Education in Practice
- Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, Agricultural & Environmental Science Database, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), EMBASE, MEDLINE, Social Science Premium Collection (ProQuest), Biomedical Reference Collection: Corporate Edition (EBSCO), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Sociology Database (ProQuest)
- Anahtar Kelimeler: Digital storytelling, Disability attitudes, Empathy, Nursing student
- Sağlık Bilimleri Üniversitesi Adresli: Evet
Özet
Aim: This study aimed to evaluate the effect of a digital storytelling workshop intervention on nursing students’ empathy levels and attitudes toward individuals with disabilities. Background: Empathy and positive attitudes toward individuals with disabilities are essential in nursing care. Digital storytelling may enhance understanding and perspective-taking; however, its effectiveness in nursing education remains insufficiently explored. Design: A parallel-group, pretest–posttest randomized controlled trial. Methods: This study was conducted with 83 third-year nursing students.Following a four-hour theoretical disability awareness training, participants were randomly assigned to either the intervention group or the control group. The intervention group additionally participated in a two-week digital storytelling workshop where students created digital stories focused on the experiences of individuals with disabilities. Data were collected using the Jefferson Empathy Scale and the Disability Attitudes in Health Care Scale before and after the intervention. Results: No statistically significant differences were found between the intervention and control groups in total empathy scores or attitudes toward individuals with disabilities after the intervention. Similarly, no significant within-group changes were identified in overall scale scores. However, the intervention group demonstrated a significant improvement in the compassionate care dimension of empathy following the digital storytelling workshop. Conclusion: Digital storytelling workshops may contribute to the emotional dimension of empathy among nursing students, particularly compassionate care. Student-generated digital stories may serve as an innovative educational strategy to support disability awareness and empathic understanding in nursing education.