EFFECT OF LEARNING ANATOMY & PHYSIOLOGY THROUGH STORY TELLING ON GIBB’S REFLECTIVE SCORES OF UNDERGRADUATE NURSING STUDENTS

Abstract

Traditional instructional models centered on PowerPoint presentations and static whiteboard lectures frequently create passive learning environment that can constraint independent critical thinking and dampen creative problem solving. In the complex and abstract subject of Anatomy and Physiology, innovative pedagogical approaches that increase engagement along with conceptual understanding are needed. Recently, storytelling has become an effective teaching method that helps to simplify complex concepts into stories that enhance understanding and retention. The main purpose to conduct this study was to evaluate students' satisfaction on using storytelling as a teaching pedagogy in the delivery of technical concepts.150 students from BSN-I (ZUFONAM) participated in a systematic and scripted lecture on the integumentary system, after informed consent. In this lecture pedagogy of storytelling was used in an innovative way to explain the concepts. For Analysis a sample of 58 students were taken into account as per statistical calculation.   The inferential statistics revealed that the p- value was found to be statistically significant (p-value<0.01),with a mean total post-reflection score of 26.12 (SD = 0.557, 95% CI [25.97, 26.27]) against a test value of 21, the two-sided test is highly significant (t(57) = 70.01, p < 0.001), and the one-sided test confirms the mean is significantly greater than 21 (p < 0.001). This indicates that, on average, participants' post-intervention reflections fall well within the "Excellent deep reflection" band of the Gibbs scoring rubric and  the storytelling intervention effectively shifts the true population score into advanced reflective levels