1

Abstract: This qualitative study aims to assess the instructional potential of educational films in teaching students the art and science of education. Moreover, it is anchored on answering the following questions:
1. How do students characterize education as:

1.1. 1.2.

An Art Science

2. What are the salient scenes in the movie that particularly

elucidate the art of education as perceived by the students?

3. What are the salient scenes in the movie that particularly

elucidate the science of education as perceived by the students?

4. What theme(s) characterize(s) students experience during film

showing as a form of cinema education?

5. What

theme(s)

characterize(s)

students

response

on

the

effectiveness of film in teaching the art and science of education?

6. How do students characterize education as:

1.3. 1.4.

An Art Science

2 7. What are the salient scenes in the movie that particularly

elucidate the art of education as perceived by the students?

8. What are the salient scenes in the movie that particularly

elucidate the science of education as perceived by the students? 9. What theme(s) characterize(s) students experience during film showing as a form of cinemaeducation?
10. What

theme(s)

characterize(s)

students

response

on

the

effectiveness of film in teaching the art and science of education?

In this essay, Ibsens plays, The Wild Duck, and Ghosts are considered in relation to themes of illusions and realities. In both plays, families are held together by illusions, yet torn apart by truths that have been concealed to protect the children. Ibsens use of artistic realism is an ironic art form where illusions and realisms are contradicted to reveal the deeper conflicts of ordinary lives. Ibsen presents the complicated realities of ordinary lives and emphasizes the fact that there are always many realities -- just as there are many illusions.

Title: The Instructional Potential of Educational Films in Teaching Students The Art and Science of Education. Introduction Several years ago, educators paid so much attention to traditional classroom teaching by using a chalk and a board. Teaching

strategies, methodology and materials tremendously changed over time. The learning of students today is far more enhanced than ever before and it promises to evolve dramatically in the next generation. One major problem confront educators at the present time is the increasing number of students. To overcome this problem, educators must exploit to the full advancement in technology, which can aid assurance for quality of teaching from conventional to novelty. Emerging technologies are leading to the development and progress of several opportunities, to improve learning that was unimagined before in the history of humankind. Knowledge and information in education are germinating at a speedier rate. Before, teachers were barely using non-projected materials such as still pictures, graphics, drawings, flip charts, models and specimens. However, materials nowadays are greatly improved due to modern technology. Teachers aside from non-projected materials utilize different teaching media such as over-head projectors and power point presentations being flashed on liquid-clear displays (LCD) projectors. Teaching is quite difficult because of diverse concepts: that should be clearly defined and emphasized through the use of appropriate teaching parallel to the needs and interest of the students. Materials should be effective and efficient in providing excellent and quality education. As Nobel laureate Herbert Simon (1996) delicately

stated the profound meaning of knowing has shifted from being able to remember and report information to being able to find and use it. Using new materials in teaching students may help them transform into a self-sustaining lifelong learners and competent nurse

practitioners in the future. The use of different media such as video, films, virtual reality is indeed great innovations that can truly help the dissemination of concepts particularly on nursing as a science and art. The

entertainment industry is the largest educational system in the country and is phenomenally effective in shaping attitudes and perceptions (Leshner, 2001 Cited in Mathias, 2001). There is a study that shows that video-film was found to be interesting, enjoyable and easily understood (Lewis, Jones, & Haynes, 2000). Film has been used as a teaching strategy and utilized as a form of Cinemaeducation. It refers to the use of movie clips or whole movies to help educate learners about bio-psycho-social spiritual aspects of health care (Alexander, Pavlov, & Lenahan, 2007). Moving forward, cinemaeducation, may also refer to the use of feature films as a creative teaching strategy, has been used in a variety of disciplines to promote learning and personal awareness (DiBartolo & Seldomridge, 2009). Learning through cinema not only stimulates a reflective attitude in the learner and adresses the

humanistic perspective but also helps students understand patients in their whole context (Blasco, Moreto, Roncoletta, Levites, & Janaudis, 2006). Movies can provide a means for self exploration in a nonthreatening environment ((Sharp, Smith, & Cole, 2002) and serve as a springboard for insightful discussions (DiBartolo & Seldomridge, 2009). Example of cinemaeducation described more recently by

Carpenter, Stevenson, & Carson (2008) is the movie Wit. The film depicts pain management in a woman diagnosed with late-stage ovarian cancer and underging chemotherapy (Carpenter, Stevenson, & Carson, 2008). Statement of the Problem This qualitative study aims to assess the instructional potential of nursing films in teaching students the art and science of nursing. Moreover, it is anchored on answering the following questions:

Significance of the Study Outcomes of the study may be beneficial to the following: Nursing Educators. The result of the study will improve the teaching strategies of educators and the diversity of instructional materials particularly the integration of films in educating the students. Films can

be a great teaching tool for educators. A film can reach students in a way a class lecture can't. This may further enhance the quality of education. Nursing Administrators. The findings of the study will motivate the nursing administrators to adopt plentitude of new technology in their skill development programs to improve the knowledge, skills and attitude of nurse trainees and staff. Use of films is an entertaining and innovative way of staff development. Client. The result of the study will ultimately redound to their benefitimproved nursing care. As film will be used in staff development, nurses will be enlightened and will be more aware of the vivid picture of the art and science of nursing and its application to their duties. Media. This study will inspire the media to conceptualize more substantial life experiences in film making to continually educate and touch the lives of the people. Media are channels of communication and they are change agents, trend setters and viable tools for education. The results of the study will drive them to upgrade film making.

Scope and Delimitation of the Study

The study will focus on nursing students of Our Lady of Fatima University. This will be limited to twenty (20) NCM 104 students. The oversearching issue to be addressed in this study is whether the film Wit provides a viable tool for educators in elucidating the art and science of nursing. The researcher will use the film Wit based on

Margaret Edson play starring Emma Thompson directed by Mike Nichols. CHAPTER 2 Review of Related Literature and Studies

According to International Code of Nurses: ICN Code for Nurses (2006), the fundamental responsibility of the nurse is fourfold: to promote health, to prevent illness, to restore health and to alleviate suffering. The need for nursing is universal. Inherent in nursing is respect for life, dignity and rights of man. It is unrestricted by considerations of nationality, race, creed, color, age, sex or social status. Nurses render health services to the individual, the family and the community and coordinate their services with those of related groups. The nurses prime responsibility is to those people who require nursing care. To assume this responsibility registered nurses have to gain knowledge and understanding of mans cultural, social, spiritual, physiological, psychological and ecological aspects of illness, utilizing the therapeutic process.

Learning the concepts in nursing and preparing a student to be a highly competent professional is not quite simple. The nursing education is packed with overflowing opportunities to enrich the academic lives of students. There are some topics that are easily grasped by the students but there are some concepts that require creativity and innovation to ensure that important learning objectives are met. The use of different teaching aids or instructional materials is very essential. Teaching aids are tools that classroom teachers use to help their students learn promptly and comprehensively. A teaching aid ranges from conventional to novelty. Teaching aids include chalk and board, flip charts, overhead transparencies, posters, audio-slide show, videotape. These teaching aids are visual in nature. This type of materials is vital because majority learn best through visual thinking. According to Klaus (2010), in history, globe is the earliest known teaching aid. Originating in Ancient Greece, the globe has been used as an educational tool, since as early as 150 B.C. The hornbook is another early teaching material. It was used in classroom starting in the mid-1400s. The hornbook is a paper with alphabet that was mounted on bone, wood or leather. The chalkboard was patented in 1923 by Samuel Read Hall and replaced the hornbook in classrooms around the world. Use of chalk and board ha always been in practice in the teaching profession from primary level to tertiary level.

From the medieval age, teaching aids were transformed from primitive to modern, from simple to complex. They may be classified into non-projected and projected materials. Non projected visuals are visuals that do not require projection viewing. They are easily obtainable and they can be used inside and even outside the classroom. Non-projected materials have four categories: still pictures, graphics, realia and models. Still pictures are photographic

representation of things, people and events. They include photographs, illustrations from books, magazines and study prints. Graphics are non photographic materials that are two dimensional. Examples of these are drawings, charts, graphs. Realia, on the other hand are real things such as coins, flowers, tools, artifacts and the like. Another are models, they are three dimensional representation of a real object. They may be simplified for learning purposes or may be in entire detail. Projected materials include overhead transparencies, can be used for large groups because of high visibility. They are inexpensive and can be used several times and easily prepared. Slide presentation is better than overhead transparencies because aside from the fact that it can be used for large crowd, it can display high quality artwork. However, it requires professional preparation. Videotapes and films are also projected materials much better compared to slide presentation because they have a dramatic effect on audience if properly selected.

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The media to be used should complement with your discussion or topic. Films and slides must be shown in darkened rooms. Images and sounds should be clear and free from static and interference. It is necessary to check the cables, the equipments, the film, video if they are functioning well before the presentation to avoid delays and hassles. Momentum is lost if students are made to wait for so long time before the presentation. According to Klaus (2010), because every individual learns in a different way, teachers rely on these tools to explain concepts to students with a wide variety of learning needs. Teaching aids are crucial for educators as they are keys in differentiating instruction for all types of learners. Teaching aids cannot make up for poor teaching strategies. Effective teaching strategies and teaching aids are essential to a successful classroom discussion. It should be noted that teaching aids are not the be all and by all of the lecture. Using audio-visual aids in teaching is one way to enhance lesson plans and give students additional ways to process subject information (Lo, 2010). Students are visual and audio learners. There are many studies that reveal interesting statistics that support this finding. In many studies, experimental psychologists and educators have found that retention of information three days after meeting or other event is

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six times greater when information is presented by visual and oral means than when the information is presented by spoken words alone. According to Islam & Islam (2008), researcher suggested that people learn and retain 20% of what they hear, 30% of what they see, 50% of what they see and hear, 70% of what they say, and 90% of what they experience directly or practice doing. Likewise, studies suggest that three days after an event, people retain 10% of what they heard from an oral presentation, 35% from a visual presentation and 65% from a visual and oral presentation. Furthermore, studies by educational research suggest that approximately 83% of human learning occurs visually, and the remaining 17% through the other

senses- 11% through hearing, 3.5% through smell, 1% through taste and 1.5% through touch. 1996 retrieved 2010). The semiotic approach to visual communication emphasizes the concept that images are a collection of signs that are linked together in some way by the viewer. The study of semiotics, as detailed by Morris, divides itself into three areas: pragmatics, semantics and syntactics. Pragmatics is the study of the origin, common uses and communicative effects of signs. Semantics is an area of semiotics in which the researchers attempt to determine the significance of signs within and throughout various cultures. Syntactics is the study of the ways signs (OSHA Office of Training and Education,

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are combined with each other to form complex messages (Cited in Lester, 2006). Visual communication is everywhere. As the National Education Association (2001) has stressed out, Western civilization has become more dependent than ever on visual culture, visual artifacts and visual communication as a mode of discourse and means of developing a social and cultural identity. This only means that people communicate effectively when communicating visually. This is tantamount to the use of visual aids in classroom activities. A Chinese proverb states that people forget the things they are told, but understand the things that they do. This suggests that educators should be innovative to encourage the students to apply what they have learned. Constructivists believe that knowledge, meaning, and understanding only exist within meaningful, intentional activity, whereby, people naturally construct meaning. Peck & Wilson, 1998 Cited in Hyde & Fife, 2005). In steroetypical teaching, information is just distribute to learners. However, in constructivism, learning is achieved by making meaning on the information being delivered. Jonassen, Peck & Wilson (1998) apply the theory of Constructivism to the incorporation of technology in education. According to them, Constructivist learning (Jonnasen,

emphasizes five interdependent attributes of meaningful learning:

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activity,

constructiveness,

intentionality,

authenticity,

and

cooperativeness. They posit that learners do not learn from technology itself but on how technology form new means of thinking regarding on what they are doing (Hyde & Fife, 2005). The use of multimedia is a powerful strategy in giving information. The multimedia concept is the use of different media formats for educational purposes. The system is multi sensory and thus it facilitates learning. According to Muhirwa (2009), one of the most remarkable features of multimedia learning is the potential it offers to use both auditory and visual modalities to convey meaning and enhance learning. training centers The use of multimedia systems in schools and has received considerable recognition towards

learning of the students. It is supported by one of the principles of Constructivist theory, Knowledge is constructed uniquely and

individually, in multiple ways, through a variety of tools, resources and contexts (Hernandez-Ramos & De La Paz, 2009). Cognitive load theorists (Leahy, Cooper, & Sweller, 2004)

further conceive that problem-solving and learning are enhanced or impaired depending on how cognitive resources are focused and used according to limited processing capacities of working memory. In addition, according to dual-coding theory (Clark & Paivio, 1991 Cited in Muhirwa, 2009), presenting information both in visual and verbal forms

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enhances learning and recall. Combining different media has proved since long time ago up to present its wide contribution in education, advertisement, business, health care, politics and a lot more. Combination of different media applies the old excerpt by Aristotle, The whole is greater than the sum of its parts. Videos, radio, television and films, web sites, interactive programs, hypermedia software are some of the multimedia utilized in different courses, may it be in traditional classroom settings or distance learning. A growing number of researchers are now examining the effects of different technology with the goal of merging students improved acquisition development of of historical content information with the sophisticated historical analysis and

more

interpretation skills (Hernandez-Ramos & De La Paz, 2009). A distinct benefit of these technologies is that they are uniquely capable of supporting rich, complex and nonlinear representation of knowledge and understanding (O'Brien, Grill, Schwarz, & Schlicht, 2006). Like for instance, when asked to create digital products such as presentations, movies, Web sites, podcasts, students have the opportunity to organize, represent, and make public (visualize) their understanding, allowing for meaningful assessments of their learning, among other benefits anticipated by constructivist theory (Drake & McBride, 1997 Cited in Hernandez-Ramos & De La Paz, 2009).

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Technology-based education and training was deemed to be the most cost-effective, cost-efficient way of solving many of the endemic problems in education and training (Muhirwa, 2009). Benson (2008) stated that professional literacy organizations such as the National Council of Teachers of English (NCTE) and the International Reading Association (IRA) have included nonprint literacies in their teacher preparation standards. According to Donkor (2010), the use of video in the delivery of practical lessons is acknowledged in literature. Video projects have become a widespread addition to instructional strategies (Siegle,

2009). Hampton (2002) describes video as a successful medium because it links the audio and visual together to provide a

multisensory experience for the learner. Hampton illustrates that video makes it possible for the learner to play, replay, pause and rewind to specific sections of the lesson and further contends that because practice and rehearsal is so important in developing competency, video is particularly well-placed. Moreover, Mishra (2001) sees that video is useful to show practical and real life activities and that video can be used to capture hazardous and costly experiments for presentation and for repeated use. Certainly not all films, videos, TV clips or music can be legitimately or productively used to support instruction, however,

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examples which are carefully chosen and effectively processed by the instructor and the students, can bring theory to life and thus aid in the comprehension and recall (Lamoureux, 1996). Much research has focused on the potential power and many applications of media as a supplementary resource (Aden, 1991; Albridge, H. & Carlin, D.B. (1993); Botterbusch, 1991; DeLoughry, 1994; Gitlin (Ed.) 1987; Jamieson & Campbell, 1992; Johnson & Vargas, 1994; Kaplan, 1987; Lowe (Ed.) 1981; Ornstein, 1990; Proctor, 1995; Proctor & Adler, 1991; Rybacki, 1995; Seiter, Borchers, Kreitzner, & Warth (Eds.) Shields, D.C. & Kidd, V.V. (1973) 1992; Smith, 1996: Vandergriff & Hannigan, 1993 Cited in Lamoureux, 1996). Film is a multimedial narrative form based on a physical record of sounds and moving pictures (Jahn, 2003). Heinich, Molenda, Russell, & Smaldino (2010) describes the different attributes of film and they are the following: a) Manipulation of space- Film allows the audience to view phenomena in microcosm and macrocosm-that is, at extremely close range or from a vast distance. Film can manipulate spatial perspective. ; b) Alteration of time- Film permits audiences to move through space in what might be called altered time. For example, we are all familiar with the scenario of a murderer and victim. The murderer keeps on chasing the victim and is able to grasp him. The film is suddenly cut showing the killing of the victim. Time has removed from the sequence however it is accepted by the audience

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that the murderer has killed the victim unless there is some twists in the film.; c) Compression of time: Time-lapse- Film can compress the time that it takes for an event to occur. For example in the fim entitled The Curious Case of Benjamin Button, it was shown in the movie how he grows irreversively from an adult to an infant in just a span of two hours.; d) Expansion of time: Slow motion- In slow motion, movement is extended. There are some films better to present in slow motion to give emphasis on the scenario.; e) Revealing the unseen world- Film can show scenario or event not feasible in real life. For instance, outer space exploration and the movement of atoms and molecules.; f) Arrested motion: Freeze framing- Films allow the audience to focus single component of event for detailed study.; g) Moving the motionless: Animation- It is a strategy of making inanimate object move. For example, the film Avatar, the movie was able to show the magnificent animations. Film is an art of conveying messages or entertainment and designed to be shown in public performances. Some films are made to make you laugh, make you tumble with joy, make you cry, or make you shout at creepy scenes. Films are not just scenes on screen with images, actors, and dialogues but rather it is a labor of creativity that can teach a lesson and can simply touch a persons life.

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Heinich, Molenda, Russell, & Smaldino (2010) cite the different advantages of film. The most unique feature of film is its capacity to show motion. Film can present a process more effectively than other media. It also permits safe observation a phenomena that might be dangerous to view directly. The significance of films or motion pictures is the expansion of experiences. They can bring an individual, a family or large crowd into different places and let them experience different scenarios which may or may not be feasible in a real life. Research has demonstrated that films are particularly useful in teaching skills. The ability of the film to dramatize events makes it particularly suitable for instruction in the social sciences and

humanities. And because of their great emotional impact, films are very useful for teaching and learning within the affective domain. Like for instance, showing the effects of smoking to health through film can help reduce mortality from smoking (Heinich, Molenda, Russell, & Smaldino, 2010). Film is very successful at mobilizing popular sentiment throughan affective epidemic (Giroux, 1996 Cited in Trier, 2000). Open-ended filmic episodes can be used effectively in problem solving instruction. In addition, the subtleties of unfamiliar cultures and their relation to our own can be captured on film or observation. For example, life of aetas can be understood with the use of film. Films

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command attention in the instructional situation. By altering the rhythm of the projected images, attention can be regained. The cuing power of the film in instruction is likely to be greater than that of other media. Strategies such as close-ups and image freezing can catch the attention of the students and let them focus on specific concepts. (Heinich, Molenda, Russell, & Smaldino, 2010). With close-up, space expands. Camera in films, with all its resources can swoop, rise,

disrupt and isolate, stretch or compress a sequence, enlarge or reduce an object. It is through the camera that we first discover the optical unconscious, just as we discover the instinctual unconscious through psychoanalysis (Walter, 2003). Film is also an effective media to different people, from different walks of life, to heterogenous groups with common interests. Films can be shown to a small or large crowd. According to Autowski (2009), although emotional responses to films vary greatly, in order for a film to be fully appreciated as an art form, the audience must take into consideration each art within art. This shoud be done both in subjective and objective manner. To analyze a medium as complex as a motion picture, the viewer must understand the various thematic, structural, and artistic elements behind the making of film (Autowski, 2009). Film analysis, as defined in Wikipedia, is the process in which a film is analyzed in terms of cinematography, sound, and editing. One

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method of analyzing or evaluating films is by the shot-by-shot analysis. One of the first things one must do in order to understand and analyze a movie is to do a research (Autowski, 2009). Reading a little about the film is a sneak preview of the whole story. It will give one an idea of the film which can do a lot in understanding its premise. Another way to find out about the possible themes, quality of storyline and acting is to read critic reviews (Boggs & Petrie, 2008). As Boggs and Petrie point out, reviews are often highly subjective and can vary drastically from one to the next. Therefore, the review should not be the be all and by all of the review but should be taken as a guideline only. Interviews or statements from the producer, director, actors and actresses are also a good source of information since they have the first hand experience of the film. Knowing the intent or purpose of the film is relevant. Knowing whether a movie is meant to simply

comically entertain, send a message, or allow a two hour escape to a fantasy world is critical in the proper analysis of the film as a whole (Autowski, 2009). The theme must be determine to know what is the primary intent of the movie. The theme as Boggs and Petrie (2008) defined is the unifying central concern of the film. It is helpful one to determine whether a films theme focuses on plot, emotional effect, characters or style (Boggs & Petrie, 2008).

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The type of film or movie should also be taken into the account. The genre, or simply the type of film, allows for certain preconceptions and expectations when approaching a film (Autowski, 2009). A genre can be described as various forms or identifiable types of films that are recurring and have similar or instantly-recognizable patterns, syntax, filmic techniques or conventions (Dirks, 2008). There are lots of genres available in the field of film making. There are movies in drama which can truly melt the heart of the audience and make them burst with tears. On the other hand, horror movies are so terrifying that can make the heart of the audience like a solo drum beating with fear and make them shout and rest on the edge of their seat. A comedy movie is designed to entertain and amuse the audience. This may somehow provide the audience a temporarily relief from misery or personal problems that they may have through the laughters and entertainment brought by a comedy movie. Science fiction films can provide a different and unique movie story. It can make the audience travel to a faraway land, to different planet. By watching a science fiction films, one can be brought back to childhood or adulthood through the fantasy and special effects. In each of these genres, the use of effective

cinematography to enhance theme, mood and tone is essential (Autowski, 2009). Cinematography is what makes a film different and unique from that of written works. Images in the film have more direct and

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immediate relationships to what it describes, while the words, seldom do (Bo, 2008). According to American Film Institutes educational forum (2009), cinematography is the art stoytelling . Analyzing the quality and and craft of visual the components of

cinematography within a film help the viewer understand the complexities of a storyline and really feel what the director,

screenwriter, and actors are intended to convey (Autowski, 2009). Scenes in the film should be properly arranged and presented. A scene as defined by Jahn (2003), is a sequence of action segments which take place, continuously, at the same time and in the same place. A good rule of thumb is that when you jump from place to place, or from time to time, its a new scene (Epstein, 2002). There are many

decisions that must be made in each movie about camera, angles, point of view, lighting, atmosphere and overall tone that are brought to life by cinematic techniques (Autowski, 2009). Dialogue is one of the primary elements of filmmaking. The delivery of dialogue in films is what makes it stand out from written works. The amount and type of dialogue are dependent not only on the demands of the storyline, but also on the amount of information that is conveyed visually (Autowski, 2009). To make the dialogue or the environment of the film realistic, it should be accompanied by a sound effect. Use of music, sound effects in the film like the flow of water, pour of the rain, whistle of the train, singing of the birds and the like,

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trully add to the cinematic art. The magic of the sound in the films is that it could duplicate the sounds in real life, and together with the images, it creates and displays the real life to the audiences directly and immediately (Bo, 2008). The dialogues in the film are highlighted on how they are delivered by the actors. Actors are the important jewels of the film making. For each film, there should be an actor and actress who will portray a certain role to make the film realistic. Their acting should be convincing to maintain the audience attention and to stimulate their interests in the film. As described in the article Fundamentals of Action, The audience wants a story to live in, they want it to be their story, for them and aboutb them. According to a course directed to teach the fundamentals of acting, an actor must direct himself to experience what he wants his public to experience (Ababa, 2009). In the widest sense, analyzing a film on its wide range of parameters is tantamount to the audiences response. The greatness of the film depends on how the audience perceive the film. As Edgar Dale (1932), states, The only way we can know the effective content of a motion picture is through the responses that individuals make to it (Cited in Autowski, 2009). Nowadays, film is not only used for entertainment but it can also be used in enriching and hastening the learning of students. According to Brunstetter (2000), effective use of motion pictures requires a

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realistic conception of their function in classroom. They serve to present highly organized experiences in which the observer

participates. This participation, even though vicarious, can be intense; in the case of poor film, it may lapse into boredom. In observing the film, the learner identifies the familiar and combines the new with the old in a fresh pattern, and singles out items of interest for further investigation. Thus, the film experience may be a starting point for learning activities, which are motivated and enriched by what has been presented on the screen (Brunstetter, 2000). Films in nursing are classified as educational or advertising motion picture. Both have an involvement to make. Educational films are purposely made to meet the nursing curricula thus likely to fit the needs of the nursing class. Some advertising films though not directly made to meet learning objectives; they may still elucidate certain principles and theories in nursing. It is a trend that nursing schools are finding their way to exploit the advancing technology by using multi media. Lots of educators are discovering the magic use of film in improving the curriculum. Influence of multimedia on individuals and society is now so obvious. Its effects on people are tremendously permeated into the culture as to be indivisible from it. According to Wiemann (2006), film (media) is never likely to replace more traditional methods of instructions. The clarity of a good textbook, the lectures and commentary of a talented instructor and the

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contributions of motivated students are all essential ingredients in successful instruction. It may never be entirely impossible for even the most open-minded educator to dispel lingering qualms about the academic validity of passive film viewing in the classroom setting, not to mention doubts about the motivational benefits of using shorter segments excerpted from larger film sources (Lin, 2000). There is a study conducted by Bao Bo (2008) about the difference between novels and films. He mentioned in his study that the images in the film have more direct and immediate relationship to what it describes, while the words seldom do. Additionally, the sound in the film could greatly enhance the audience understanding. He claims that the magic of the sound in films is that it could duplicate the sound in real life, and together with the images, it creates and display the real life to the audiences directly and immediately. There is also interplay between images in films and background music.

Schopenhauer wrote that when scenes or activities are accompanied by appropriate music, the sound seems to open up their most secret sense and meaning, and to constitute the clearest commentary on them (Parkes, 2010). Furthermore, philosopher C.S. Peirce used the term sign and icon to explain the relationship between two things when one can represent another (Montogomery, 1992 Cited in Bo, 2008). The term sign refers to the arbitrary relationship between two things, for example, a word flower can be a sign of a flower; also a

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picture of a flower can be an icon of the flower which shows a less arbitrary relationships between the two (Bo, 2008). flower is more concrete than the word flower According to Bo (2008), it is true that films grasp reality can seem much more direct and easily intelligible. He describes that most films are also told from an omniscient point view. That is to say, we can see and hear whatever the director wants us to hear and see. It is noted that the film in and of itself is not the main cast of teaching. For example, the film cannot replace the actual experience and clinical observation of the students in the ward. The vivid The picture of

experience in film is only a part of a larger experience that the instructor and students should work together. According to Brunstetter, (2000), film is a device which complements all other good instructional techniques and which widens enormously the range of classroom learning. It can show conditions which might not be possible to produce locally and can exhibit uniformly high standards of

professional skills. It is distinguished that films have been used to teach nursing (Parker & Faulk, 2004), philosophy (Parkes, 2010), mental health nursing (Videbeck, 2008), multiple childbirth education (Kaufman, 2010), alcohol concerns (Hallberg, 2007). (Kovalesky & Williams, 2003), medicine

Aside from that, they are also used in counseling

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(Toman & Rak, 2000), and also in engaging students and teachers in critical reflection (Trier, 2000). The use of film excerpts, in connection with a full viewing of the film, has often garnered great approval from those who take their learning seriously (Lin, 2000). The instructor has an imperative task to perform including the selection of film for the students. The instructor should know the best film for a certain topic that is apt for the students. Providentially, sources of information are now published which make it practically easy to search film resources in any given field. The best reference for instructional films is the H.W. Wilson Educational Film Catalog. It lists all films of potential usefulness in education and gives a quite detailed description of the better ones. Identification is done by Title and Subject Index. Aside from that, we may browse the internet or may use the suggestions of colleagues and students and film reviews in magazines or journals. Films used in schools should be streamed for educational purposes. The Technology, Education, and Copyright Harmonization (TEACH) Act of America amended section 110 (2) to specifically authorize transmissions for educational purposes under certain

circumstances.

The provisions of the TEACH Act are complex and

ambiguous but could apply to some transmissions of entire films to students outside the classroom. The TEACH Act includes the following

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requirements: The transmission must be a lawfully made and acquired copy; the performance must be of reasonable and limited portions of works such as films; the performance is made by, at the direction of, or under the actual supervision of an instructor as an integral part of a class session; and the transmitting institution applies technological measures that reasonably prevent retention of the work by recipients for longer than the class session and unauthorized dissemination by recipients to others. In addition, an educational institution could purchase one copy of a film, and show it literally thousands of students over decades (Library Copyright Alliance, 2010). Different concepts in nursing are much given emphasis if articulated using different media. Four fundamental patterns of knowing were initially acknowledged by Carper in 1978 from an analysis of the conceptual and syntactical structure of nursing knowledge. The four patterns of knowing are empirical, aesthetic, personal and ethical knowledge. According to Debourgh (2002), Carpers paradigm provides a useful conceptual framework for educators to design and deliver learning activities intended to inculcate life-long learning skills, facilitate transfer of theory into practice, promote metacognition, and foster acquisition of reasoning skills among learners in science-based curricula.

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The Science of Nursing: Empirics Empirics, or the science of nursing, is the pattern of knowing that is focused upon the description, classification, and explanation of phenomena that are perceptible by direct observation or experience (Messecar, 2007). Its main concern is the factual knowledge of discipline. It is consciously accessible and acquired by observation, inspection and deductive reasoning (Stein,Corte, Colling & Wall 1998 Cited in Messecar, 2007). It is based on the postulation that what is known is reachable through the five senses predominantly seeing, hearing and touching. It reflects the scientific competence of an individual. This paradigm can be reflected in Benners early work describing the transition from novice to expert. According to Messecar (2007), if empiric knowledge was suffiient to guide nursing practice, students could simply memorize procedures from manual of nursing practice; no clinical application would be required to attain competence. Like for instance, a nurse doing intravenous insertion. The manual contains the step by step procedures. However, there are special cases or conditions that require special technique or attention, for example pediatric patient with no obvious superficial veins. This only means that theoretical or empiric knowledge alone is not adequate.

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The Art of Nursing: Aesthetics Aesthetics, or the art of nursing, is clearly manifested in the nursing practice, on how the nurse apply his knowledge on a certain situation. According to Messecar (2007), aesthetic knowledge lies beneath the skillful performance of the manual and technical procedures in nursing, as well as the ability to grasp the significance of a patients behavior immediately and respond insightfully to it. This knowledge caters not only cognitive skills but also psychomotor skills. The nurse should exert effort to truly understand the patients situation in order to give the appropriate management not only on what the books state but on how he perceives and analyze the situation. Aesthetic knowledge is action-oriented and includes both the

manual/technical skills of the profession as well as the intelectual skill necessary for grasping a situation, making a care plan, and then intervening in a clinical encounter (Stein et al. 1998 Cited in Messecar, 2007). It can be supported by Benners stages of clinical competence. Benners work nowadays is considered as gold standard in clinical practice. Her work shows on how a novice nurse transforms into a nurse expert through application of empiric knowledge. As years pass by, nurse gains insights and develop intuitions. His knowledge and

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skills become refine that his actions in a certain case or situation are becoming spontaneous. Based on Benners stage of clinican competence (1984), Stage 1 novice: Beginners who dont have prior experience to guide them.

They just based their actions, interventions solely from the textbooks and manuals. As an illustration, take the example of the nurse caring for patient with epilepsy. The patient suddenly experiences tonic-clonic seizure. The novice nurse responds to the situation by merely using his learning from school. Stage 2 advance beginner: Advance beginners are those who can demonstrate marginally acceptable performance, those who have coped with enough real situations to note, or to have pointed out to them by a mentor, the recurring meaningful situational components. Stage 3 Competent: Are those nurses who are in the job for 2 or 3 years. The plan of care constitutes conscious and abstract information toward anlytical deliberation of the problem. Stage 4 Proficient: A nurse years in service is about 3-4 years. Proficient nurse learns from experience what typical events to expect in a given situation and how plans need to be modified in response to these events . Stage 5 Expert: The expert nurse, with an enormous background of experience, now has an intuitive grasp of each situation and zeroes in on the accurate region of the problem without wasteful consideration of a large range of unfruitful, alternative diagnoses and solutions (Benner, 1984).

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Practical knowledge is gained through experience, which is not acquired through the mere passage of time, but only when ones frame of reference about what can be expected is somehow altered or challenged in an actual, real-life situation (Benner, 1984). The art of nursing also reflects on how a nurse establishes a therapeutic relationships with patients. The success of nursing care does not solely rely on the nurses. The nurse-client relationship is an extraordinary serving relationship. Nurses tailor this private, platonic relationship to fit the needs of individual clients. The nurse-client relationship has the power to transform the lives of both the client and the nurses. Nurses have specialized knowledge and expertise to serve humanity (Hood & Leddy, 2006). According to Taylor, et al.(2009), the quality of therapeutic relationship is influenced by patient, staff, and organizational factors. The professional background of staff may influence their therapeutic relationships due to training, the theories underpinning their profession and the types of intervention they provide (Catty, 2004). In a qualitative study examining staff perceptions of factors related to therapeutic relationships, whether or not a patient was liked or disliked by staff was considered the most important factor in the amount of time the staff spent with the patient (Hellzen, 2004).

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According to Taylor, et al. (2009), by engaging and involving the patients in their own care, positive therapeutic relationships develop and can improve patient outcomes. The report, entitled Nurses and Patient and Public Involvement: A consultation in four strategic health authorities in England, concludes: There was a consensus that, because of the characteristics and nature of nursing, nurses perform public and patient involvement in its pragmatic sense, even if they do not recognize it as such. Public and patient involvement, its learning and achievement, has not been given enough recognition, nor has it been clearly defined and systematized especially within nursing practice. Both exposure to experience in the practicum setting and the need for the student to perceive the reality of that setting are presented then as central to preparing students for the demands of practice (Conway, 2005). Personal Knowing in Nursing Personal knowing in nursing is gaining self-awareness. Selfawareness is very important. According to Videbeck (2008), self awareness is the process by which the nurse gains recognition of his or her own feelings, beliefs and attitudes. She also states that, the nurse must learn to accept differences mong people and view each client as a worthwhile person regardless of the clients opinion anf lifestyle. The

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interaction with the patient should not involve personal feelings. It can affect the delivery of quality health care. The nurse can acomplish selfawareness through reflectio, spending time consciously focusing on how one feels and what one values or believes (Videbeck, 2008). According to Messecar (2007), this form of knowledge in nursing is perhaps the most difficult to master and teach, but yet is the most essential knowledge for understanding the meaning of health for the patient. The Moral Knowledge in Nursing: Ethics Ethics is a discipline that entails the rightness or wrongness of an action or decisions in line with the treatment of patients. A nurse struggles to identify what moral values are applicable in certain situation and how they should be considered in rendering care. To demonstrate, students come to the clinical situation with their own fundamental disposition toward what is good and what is right and good, and often these values remain unspoken and unrecognized-even though they may profoundly influence what students notice in a given situation, the options they may consider taking and what they ultimately decide to do (Tanner, 2006). It has been argued that employing Carpers (1978) fundamental ways of knowing in nursing with equal recognition can assist nurses in combining science and sensitivity, ascribing equal importance to

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different types of knowledge (Begley 1996 Cited in Freshwater, 2004), thereby affording access to the evidence embedded in the aesthetics of nursing (Freshwater, 2004). Nursing as a science and art is a robust idea that keeps on perpetuating the practice of nursing. Nursing is finding itself as a discipline that is given justification as science and art. The word "science" comes through the Old French, and is derived in turn from the Latin scientia, "knowledge", the nominal form of the verb scire, "to know" (Etymology of "science" at Etymology Online Cited in Wikipedia, 2010). Science refers to a system of acquiring knowledge based on scientific method, and to the organized body of knowledge gained through such research (Popper, 2002). Science of nursing is based on the acquisition of skills and knowledge across curriculum as well as theoretical knowledge of nursing (Idczak, 2007). There are several paradigms within science, three of which are identified as positivist science, interpretative science and critical science (Emden 1991, Webb 1991 Cited in Rose & Parker, 1994). Positivist Science According to Watson (1981), positivism is characterized by reductionism, quantifiability, objectivity, and the possibility of

operationalization. In nursing, this is very important in understanding

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natural sciences. Natural sciences are concern both in discovering and describing how things work. It is most applicable in deciphering factors affecting physical care such as concerns related to dietary needs, fluid and electrolyte balance, measurement of vital signs, blood glucose level, anxiety and level of consciousness. Interpretative Science The main goal of interpretative science is to interpret the meaning of phenomena. In nursing, this approach can be used to gain knowledge of the experience of phenomena for the clients, for example, what its like to have pain, or limited mobility, or to be labeled as mentally ill or disabled (Rose & Parker, 1994). This will help you understand how they are feeling and realizing the impotance of giving empathy. Critical Science This discipline provides venue to explain phenomena and provide a theoretical framework which can be used to stimulate change and thus ongoing development (Emdem, 1991). Critical science provides knowledge to generate change. In nursing, it is applied by analyzing a certain patient case, criticizing and deciding the appropriate

management based on the previous knowledge or learned theory.

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Nursing is markedly a science. According to Doane (2002), science is the technical doing of nursing. It follows a scientific method or process. Scientific method allows for a highly creative problem solving while minimizing any effects of subjective bias on the part of its users (Backer, 2004). Paterson and Zderad noted that science may provide the nurse with knowledge on which to base his/her decision, but it remains for the arts and humanities to direct the nurse toward examination of value underlying her practice (Paterson & Zderad 1976 Cited in Idczak, 2007). Polit and Hungler (1993) suggest that science is the most sophisticated method of acquiring knowledge that humans have developed and that problem solving although fallible, is more reliable thatn tradition, authority, experience ot trial and error (Cited in Rose & Parker, 1994). The principles of scientific inquiry include research for the advancement of knowledge, and theory development in an effort to provide descriptions, explanations and predictions related to phenomena (Powers and Knapp 1990 Cited in Rose & Parker, 1994). Nursing nowadays is a research-based profession. It simply mirrors the science and art of nursing. Nursing profession is innovating to improve quality of care. According to Lyons, et al. (2008), nurses have introduced various professional practice models into health care institutions as tools for leading nursing practice, improving client

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outcomes, and achieving organizational goals. One of which is the Professional Practice Models. It reinforces and empowers nurses to deliver quality nursing care. Nursing has been struggling to provide quality care and improve patient outcomes by utilizing scientific method and evidenced-based practice. Evidence-based practice is defined as the process of systemically reviewing, appraising and using contemporaneous

research findings as the basis for clinical decision making (Kitson, 1997; Rosenberg & Donald, 1995 Cited in Freshwater, 2004). Evidencebased nursing has been called a problem solving approach to practice (Melnyk & Fineout-Overholt, 2005) and is defined as clinical decision making based on the best available scientific evidence, combined with clinical nursing expertise. And considering patient preferences and available resources (DiCenso et al, 1998 Cited in Lindberg, 2005). Nurses should be equipped with the best scientific evidence and research findings. They should use the anakytical and critical thinking skills they acquired from school to choose the best option for the patient. EBM provides a powerful clinical tool, however its up to the nursing expert to decide and utilize this innovation. However, the implementation of evidence-based practice and educational interventions are not always effective at improving performance (Cooper, et al., 2005). The Patients Association (PA) in

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United Kingdom has called the attention of the government and the Care Quality Commission to review urgently the standards of care that hospital patients receive. To achieve improvement in healthcare quality and safety, all four domains of outcome, process, structure and culture must be considered in conjunction with the best available clinical evidence to improve patient care and reduce harm. A range of improvement initiatives have targeted processes of care in recognition of: (1) complexities of patient care and (2) evidence that a large portion of adverse events are preventable, occur during ongoing care, and result in poorer patient outcomes (Hewson, D, & AR, 2009). There is a report about the National Institute for Health and Clinical Excellence that it is going to develop a quality care standards covering key clinical areas. The voluntary standards, to be published this year, will cover stroke, dementia, neonatal care and venous

thromboembolism. They will clarify the characteristics of good quality care in terms of clinical effectiveness, patient safety and patient experience. According to Meehan (2009), all nurses need to put quality care at the centre of what they do, and they also need extensive knowledge, analytical skills and experience to work in a range of settings. This reflects the art of nursing. Art is defined in as the process or product deliberately arranging elements in a way to affect the sense or emotions (Wikipedia, 2010). Art can imply a mastery of a certain

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skill or act. It is an expression of passion, feelings, emotions and subconscious thoughts. Art is inherent in every individual but differs on what aspect or field. According to Tolstoy (1960), Art cannot be defined as an activity which produces beauty. Beauty cannot be defined objectively, and therefore cannot be used as a criterion to define what is, or is not, art. The aim of art is not merely to produce beauty, or to provide pleasure, enjoyment or entertainment. Art is a means of communication, and is important means of expression of any experience, or of any aspect of human condition. Richard Wolheim (1980) distinguishes three approaches: the Realist, whereby aesthetic quality is an absolute value independent of any human view; the Objectivist, whereby it is also an absolute value, but is dependent on general human experience; and the Relativist position, whereby it is an absolute value, but depends on, and varies with the human experience of different humans (Wollheim, 1980). The art of nursing develops from the humanness of the nurse and the patient (Paterson & Zderad, 1976; Osterman, 1996 Cited in Idczak, 2007). Bevis (1989) states that it is taught as part of hidden curriculum- the curriculum of subtle socialization, of teaching student nurses how to think and feel like nurses (Cited in Idczak, 2007). Doane (2002) notes that despite the fact that art of nursing is taught in

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schools of nursing through commnuication lectures or behavioral communication skills laboratories, such laboratorie do not allow to truly learn the art of nursing since the true art of nursing is the human realm- the actual interaction of the nurse and the patient. According to Graham-Pole (2001), it is no accident we use the word art to describe both the creating of works of beautiful form and the providing of skilled compassionate care. Performance art-in the form of dance, drama and spontaneous play-has been shown to have salutary effects on circulation and oxygenation, balance and pyschological symptoms (Blatner A., 1988; Lefcourt H.M., 1900 Cited in Graham-Pole, 2001). Sheppard (1987) suggests three theories of the purpose of artimitation, expression and form (Cited in Rose & Parker, 1994). Aristotle states that, Imitation, then, is one instinct of our nature. Next, there is the instinct for harmony and rhythm, meters being manifestly sections of rhythm. Persons, therefore, starting with this natural gift developed by degrees their special aptitudes, till their rude improvisations gave birth to Poetry. In nursing, art might be the actions of nurse bridging the idea of health and the impression of being healthy. Expression is the communication of feelings, ideas and thoughts. It is intended to bridge and make sense to our emotions. It can arouse and energize ones feelings or thoughts. Expression of art is a broad spectrum. It has no demarcation line or specific rules to follow. It is not

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bounded to the formality of words, characters or language. It cannot delineate to a single idea. Each individual perceives art in different ways or manners. In nursing, nurses communicate in words and actions. The tone of voice, the facial expressions, affect, gestures and body language are part of expression. Form is the outward appearance. It is how elements of art such as lines, shapes, words, colors are arranged in one unified mass to appeal sensation. Creativity is the main ingredient on how those elements will be arranged toward achievement of a certain goal. One of the wavering issues of art is what constitutes a good or bad art. According to Tolstoy (1896), good art has a form and content which are in unity with the ideas and feelings which it evokes or represents. In contrast, bad art lacks unity of form and content with the ideas and feelings which it tries to evoke or represent. He added that the most important quality of any work is its sincerity. In nursing, good art may be express in a nurse who is able to gain trust and rapport of the patient. On the other hand bad art is the use of nontherapeutic communication to a psychiatric patient. Another undisputed issue is the contribution of art in the society. Purposes or contributions of art are so many may it be in

advertisement, entertainment, literature, politics and cultures. Nursing is one of the evidences that art is really existent, that as long the as

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the discipline is present, art perpetuates. According to Graham-Pole (2001), there is in fact a plentitude of scientific data speaking to the ability of art to enhance our physical and psychological health. For there will be the arts, and some will call them soft data- whereas in fact, they are hard data by which our lives are lived a statement of one of the students im Emorys University during the commencement exercise (Cited in Graham-Pole, 2001). In nursing, the wrap is the

science- the foundation of knowledge in nursing care. And the weft is the art- the authentic interaction of nurse and patient (Idczak, 2007). Cinematic involvement of nurses in various films and motion pictures has become prevalent. These films may illuminate the art and science of nursing. There are lots of title about nurses that are now available in the market, these include Wit (2001), Miss Evers' Boys (1997), History of World War II Nursing in Vintage Movie: The Army Nurse DVD (1945), The Bag of Knees, and Florence Nightingale (2008). History of World War II Nursing in Vintage Movie: The Army Nurse DVD (1945) is a fascinating film which shows many scenes of life of army nurses in World War II. It documents their whole journey through military nursing on how they took care of the wounded soldiers. The power of touch and soft voice of a nurse gave those soldiers the encouragement and hope to live despite the turmoil.

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Nurses role as a mother, sister and friend were clearly presented in the movie. Another captivating motion picture is the documentary entitled The Bag of Knees. It is a heart-warming motion picture regarding the different experiences of nurses and how they struggle through life. Both sides of the coin of a nurses life were distinctly revealed- the funny ones and the sad ones. It is an inspiring movie that truly relates to nursing profession. Furthermore, Miss Evers' Boys is a 1997 HBO television film. Alfre Woodard and Laurence Fishburne were the main stars of the said movie. It is based on the true story of the decades-long Tuskegee

experiment. Joseph Sargent directed the film. The story was adapted from the 1992 stage play written by David Feldshuh. The film tells the story of the Tuskegee experiment, a U.S. Federal Government secret medical experiment on poor African Americans in the years 1932-1972, designed to study the effects of untreated syphilis (Wikipedia: The Free Encyclopedia). Nurse Eunice Evers is played by Alfre Woodard. Evers's conscience is torn between leaving her position on principle or remaining to give the dying men what comfort she can while they are systematically (amazon.com) Additionally, there is film entitled Florence Nightingale which is played by Laura Fraser. Her superb and vivid performance makes the refused life-saving medicine at every turn

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story of Florence Nightingale into life again. A product description from amazon.com states that the film was co-produced by the BBC, this captivating film uses Florence Nightingale's own correspondence to reveal a unique portrait of the young English woman who answered God's call and was transformed into Longfellow's "Lady with the Lamp" saving lives at the military hospital in Scutari. The film shows the undeniable contributions of Florence Nightingale to nursing field or profession. Wit as deservedly recognized as one of the best films of 2001. A captivating film starring Emma Thompson and was directed by Nike Nichols. It is an American movie derived from the 1998 play of the same title by Margaret Edson. The film was shown at Berlin International Film Festival in 2001 before it was presented on air by HBO. It was also presented at the Edinburgh Film Festival and at the Warsaw Film Festival later that year. As written by Huggo (2010) at IMDb.com, Inc. Vivian Bearing, a demanding and uncompromising professor of the 17th century English poetry specializing in the holy sonnets of Jon Donne, is diagnosed with advanced (stage 4) metastatic ovarian cancer. Being an academician, she treats the news with certain matter-of-factness much like she would her own research. Indeed, her medical team- the renowned Dr. Harvey Kelekian and his fellow, Dr. Jason Posner, who happens to be a

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former student of hers- do treat her solely like a research experiment, with a live at all cost mentality. The doctors recommend an experimental treatment of aggressive chemotherapy, to which she agrees. In part out of her own choice but in part out of her personal circumstances, she decides to go through the treatment alone. But as her treatment progresses, she wishes she had some truly caring human interaction from people who see her as a person and not just a research experiment. (Huggo, 2010). The casts in the film are Emma Thomson as Vivian Bearing who is the lead role, Christopher Lloyd as Dr. Harvey Kelekian, Eileen Atkins as Evelyn E.M. Ashford, Audra McDonald as Susie Monahan, Jonathan M. Woodward as Dr. Jason Posner, Harold Pinter as Mr. Bearing (Vivians father), Rebecca Laurie as Vivian aged 5, Su Lin Looi played the role of nurse, Raffaello Degruttola as technician 1, Miguel Brown as technician 2, Hari Dhillon as fellow 1, Benedict Wong as fellow 2, Alex Gregor as fellow 3, Lachele carl as fellow 4, David Menkin as student 1, Rachel Siegel as student 2, Shauna Shim as student 3, Matt Blair as student 4, David Zayas as code team blue head, Tassia Messimeris as code team blue 2, Norman Naudain as code team blue 3, Emma Bernbach as code team blue 4, Jenny Jules as code team blue 5, and Gary Beadle as code team blue six.

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The effort of the whole cast and crew of the movie Wit has paid off. The movie garnered several awards and nominated numerous times in different categories by various and prestigious award-giving bodies. The movie was nominated in the Golden Globe Award for Best Mini-Series Or Motion Picture Made for Television and Berlin

International Film Festival Golden Bear for Best Motion Picture. The lead star, Emma Thompson was a nominee in the Golden Globe Award for Best Performance by an Actress In A Mini-series or Motion Picture Made for Television, in the Emmy Award for Outstanding Lead Actress in a Miniseries or a Movie, and in the Screen Actors Guild Award for Outstanding Performance by a Female Actor in a Miniseries or Television Movie. Aura McDonald was nominated in the Emmy Award for Outstanding Supporting Actress in a Miniseries or a Movie. Ellen Lewis, Juliet Taylor, and Leo Davis were nominees in the Emmy Award for Outstanding Casting - Miniseries, Movie, or a Special. Moreover, Emma Thompson and Mike Nichols were both

nominated Emmy Award for Outstanding Writing for a Miniseries, Movie or a Dramatic Special. Not only nominations, the film was recognized and won both in the Humanitas Prize (2001) and Peabody Award (2001). In addition, the film also won in the Emmy Award for Outstanding Made for Television Movie. While John Bloom won in the Emmy Award for Outstanding Single Camera Picture Editing for a Miniseries. Mike Nichols showed his passion and exerted a great effort

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in directing the film. Thus, his prowess in directing was documented when he won both in the Emmy Award for Outstanding Directing for a Miniseries, Movie or a Special, Berlin International Film Festival Special Prize of the Ecumenical Jury. The film was critically acclaimed by different circles of movie critics. The movie is indeed recommended and praised by different sectors of the society. Eddie Cockrell of the Variety Review called the film as shrewed and triumphant and focused, emotionally draining and ultimately inspiring. He added that the risks in filming such a theatrical experience are enormous, yet the original material has been carefully and smartly reworked for the screen by Thompson and Nichols (Cockrell, 2001). Moreover, Caryn James of The New York Times observed that Emma Thompson gives one of her most brilliant performances as Vivian Bearing. He claimed that Mr. Nichols and Ms. Thompson, who wrote the script together, have made minimal changes to the play, but that amount to a major transformation. They have preserved Ms. Edson's language and intense focus on Vivian's hospital room as she endures eight months of brutal experimental chemotherapy for ovarian cancer. But Mr. Nichols's visual choices turn this into a fluent, gripping television film. The hospital staff around her is played beautifully by actors who escape the hazards of clichs. As Jason, a young doctor

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proud of the A minus he once got in Vivian's poetry course, Jonathan M. Woodward makes his character's callowness and insensitivity believable. As Susie, the nurse whose total compassion makes her Jason's opposite, Audra McDonald is especially impressive because the character could so easily have been treated with condescension. E. M. Ashford is played with unerring delicacy by Eileen Atkins in a performance that matches Ms. Thompson's brilliance (James, 2001). Wit is fun or necessarily soothing; frankly, it is depressing. But if you miss this version, you will also miss a rare experience (James, 2001). These literature and studies provided the researcher the foundation of his research and basis for conducting the study

Definition of Terms The following terms were operationally and conceptually defined: Art. Is how an individual applies aesthetically and appropriately his/her learned profession.

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Cinemaeducation. Refers to the use of movie clips or whole movies to help educate learners about bio-psycho-social spiritual aspects of health care (Alexander, Pavlov, & Lenahan, 2007) Cool Analysis. Narrowing down of field text to significant statements related to the central question. Film. It refers to a movie, motion pictures or images. In this study, the film used is entitled Wit. It is a movie encompassing how one will deal with terminal cancer and the essence of end of life nursing care. Nursing. Is a discipline deals with rendering quality care to healthy or sick individuals. Nursing Film. A Film featuring life of nurses. Qualitative Research. Qualitative research is a type of scientific research. In general terms, scientific research consists of an

investigation that (a) seeks answers to questions, (b) systematically uses a predefined set of procedures to answer the question, (c) collects evidence, (d) produces findings that were not determined in advance, and (e) produces findings that are applicable beyond the immediate boundaries of the study. (Qualitative Research Methods: A Data Collector's Field Guide) Science. Is a systematized chronological arrangement of knowledge based on facts through experimentations.

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Thematization. Is the act of identifying themes or main ideas after cool and warm analyses are done. Warm Analysis. Thematization of significant statements.

CHAPTER 3 Research Methodology

Research Design

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This study will utilize qualitative phenomenology. The goal of qualitative phenomenological research is to describe a lived

experience of a phenomenon. As this is a qualitative analysis of narrative data, methods to analyze its data must be quite different from more traditional or quantitative methods of research (Waters, 2005). The purpose of the phenomenological approach is to illuminate the specific, to identify phenomenon through how they are perceived by the actors in a situation. Locale of the Study The study will be conducted at Our Lady of Fatima University, Valenzuela City. It is a private university formerly known as Fatima Medical Science Incorporated (FMSFI). The university focuses primarily on allied medical sciences. It was granted with autonomous status by the Commission on Higher Education. Description of the Respondents The respondents of this study are twenty (20) Bachelor of Science in Nursing NCM 104 students of Our Lady of Fatima University. The key informants will be randomly selected from fifty-six (56) sections. The sampling procedure is designed to ensure to the extent possible that every NCM 104 students have an equal chance of being selected. Data Gathering Procedure

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The film entitled Wit will be used in the study. The film is selected based on the availability, aptness, and portrayal of a nurse. Cited from IMDb.com, Inc. Wit is based on the Margaret Edson play, Vivian Bearing is a literal, hardnosed English professor who has been diagnosed with terminal ovarian cancer. During the story she reflects on her reactions to the cycle the cancer takes, the treatments and significant events in her life. The people who watch over her are Jason Posner, who only finds faith in being a doctor; Susie Monahan, a nurse with a human side that is the only one in the hospital that cares for Vivians condition; Dr. Kelekian, the head doctor who just wants results no matter what they are. It is a 2001 American television movie directed by Mike Nichols. The researcher will ask first the permission to conduct the study from the Dean of the College of Nursing and from NCM 104 Coordinator. After obtaining the approval, the researcher himself will discuss first a glimpse on the art and science of nursing to the students. Afterwards, the two-hour film Wit will be viewed to the students.

Data will be gathered aided by qualitative tools: Focus group discussion following the distribution and compliance to Open-ended questionnaire anchored on the main inquiry of the present study. Data Analysis and Treatment

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Data extracted from the open ended-questionnaire and focus group discussion will be transcribed and converted to field text. Data will be deduced and analyzed through cool and warm analyses. Cool analysis is done by narrowing down of field text to significant statements. Then, significant statements from cool analysis will undergo warm or hard analysis through thematization.