9/15/2018 Teaching through a film-based curriculum: Integration of the arts and sciences in healthcare Carla Gober-Park, PhD, MS, MPH – Director, Center for Spiritual Life & Wholeness Iris Mamier, PhD, RN, Associate Professor, LLU School of Nursing Kathy McMillan, MA, RN, Director, LLUH Employee Spiritual Care Kris Lozano, MBM, Manager, Center for Spiritual Life & Wholeness

Learning Objectives Experience the value of film in more thoroughly integrating theoretical and practical concepts related to healthcare Understand the place of reflection and personal application in teaching whole person care Explore how theoretical concepts and practical skills combine to provide a better framework for teaching whole person care Identify specific components of whole person care and the place of a spiritual history within it

Introducing…

Why the response?

Point #1: Language is built on metaphors so when language fails, pictures remain

Compare . . .

We had a fire . . . The Palmer fire came up to our house. We thought we would lose everything.

Across the street – same moment

What is the feeling?

How big is your feeling of sadness?

Where are you in relation to it?

What is it like to watch your mother go through cancer?

Why the arts are powerful Language is built on metaphors/pictures

Some things go “up” and “down”

Things that explode Anger Headaches

Things that “burn” Burnout (also contains the “in” “out” metaphor)

Things that “run” “Runny” nose Time “runs” out (also contains the “in” “out” metaphor)

Metaphors of healthcare Shots Orders Battle Against illness

Not just “unfortunate metaphors” It is “how we see” healthcare FIGHT with STRENGTH using the right WEAPONS and you will WIN If you don’t win, it is because: -you didn’t fight hard enough -you weren’t strong enough -you didn’t have the right weapons -you lost

What happens when you change a metaphor? This is not a battle, it is . . . A journey A path Time of growth Different chapter of life Story

So what? When language fails . . . we will always have pictures So it is important to have the right “picture”

Point #2: Reflection deepens concepts

Reflection . . . Helps us understand what we feel and think Deepens meaning Increases memory Increases control (increasing possibility for change) Provides narrative connections (increasing coherence)

What was it like for the others?

Family drawing: Note change in metaphors

Point #2: Reflection deepens concepts Helps us understand what we feel and think Deepens meaning Increases memory Increases control (increasing possibility for change) We only have choice over that which we see Provides narrative connections (increasing coherence)

Point #3: Practice deepens the learning experience

Reading of a student paper Oral reading

Not “role playing” but “live experience” We are not “playing” We are experiencing something “real” and “live”

Point #4: Anything that has personal application has another “life” Example: the medical student who has experienced cancer or some other illness better understands the patient

Background to film-based curriculum It MUST have four elements: Picture-based Point #1: Language is built on metaphors so when language fails, pictures remain Reflection Point #2: Reflection deepens concepts Practice Point #3: Practice deepens the learning experience Personal Point #4: Anything that has personal application has another “life”

Curriculum for Whole Person Care: --Film-based 9/15/2018 Curriculum for Whole Person Care: --Film-based --Reflection exercise (with each film) --Practical integration --Personal application

9/15/2018 Doing it together . . .

CLEAR Whole Person Care® Model What is whole person care?

CLEAR Whole Person Care 9/15/2018 CONNECT: Connect with God (spiritual core), self, and others Connect with spiritual core before entering room or connecting with other Connect with self Connect with others LISTEN Be fully present in a sacred time of sharing Listen without interrupting for 30 seconds to 1 minute Listen with your whole being EXPLORE Invite whole person conversations Concerns: What matters most? Life dimensions (physical, mental/emotional, social/relational, spiritual) ACKNOWLEDGE Empathize and communicate understanding Validate the story and concern(s) RESPOND Share resources that affirm strength and offer hope Personal/patient resources; Professional resources; Self as resource Reflect

Film: A Certain Kind of Light (teaser) Short form documentary (37 minutes) Accepted into 18 film festivals Won 5 awards

Connect – the focus for today Capacity Who does – almost nobody (but almost everybody has the capacity) Who doesn’t – almost everybody Types of connection Self – God (spiritual core) Self – Self Self – Others

What does it mean to be whole? Why do we “long” for it? Kintsugi art: Whole and broken at the same time…

Resilience begins with CONNECTION To connect is not to be perfect… But to be whole And out of that…everything else flows

CONNECT film Available for public in summer, 2018

Reflection on the CONNECT film See handout (discussion at conference)

Practice Get into pairs Identify something on YOUR body (piece of clothing, jewelry, scar, hair, etc.) that you want to talk about For ONE MINUTE, tell the story about that item to your partner At one minute, I will call time and then the next person will tell a story about something on his/her body

Practice continued What did you learn? What did you experience? What did you feel? What was the result/outcome?

CLEAR Whole Person Care® Model COMPETENCY

Personal application Am I a person who connects? Attachment styles Temperament Personal style of treating difficulties Family patterns/secrets/rules Loss: 1+1 DOES NOT EQUAL 2 Culture

--One reflection exercise --Practical integration 9/15/2018 You have experienced: --One of the 7 films --One reflection exercise --Practical integration --Personal application

What this film-based curriculum is doing Provides the foundation and content for all religion courses on whole person care Will be available for all employees by summer, 2018 (we are applying for CEU/CME) Will be available for all alumni by summer, 2018 Will be available online for all who would like to take it (available fall, 2018) Is now the “branding” for LLUH whole person care activities

Questions Is research associated with the curriculum? Yes (three different types) Will there be a “personal” film curriculum to accompany the healthcare curriculum? Yes – it is our hope to develop Personal focus Educational focus Does the curriculum have a wellness component? Yes – In the explore section there is a large wellness component and research that is developing a wellness assessment Other questions?

I Used To Be Human Andrew Sullivan New York Magazine September 20, 2016 “I haven’t given up, even as, each day, at various moments, I find myself giving in. There are books to be read; landscapes to be walked; friends to be with; life to be fully lived. And I realize that this is, in some ways, just another tale in the vast book of human frailty. But this new epidemic of distraction is our civilization’s specific weakness. And its threat is not so much to our minds, even as they shape-shift under the pressure. The threat is to our souls. At this rate, if the noise does not relent, we might even forget we have any.

Acknowledgements Those who helped develop the CLEAR WPC Model Aly Benitez Hazel Curtis Vaughn Grant Jim Greek Fred Kasischke Kris Lozano Iris Mamier Kathy McMillan Renae Reiswig Kelly Rolle Terry Swenson John Testerman Lance Tyler Professors who teach whole person care Saul Barcelo Erik Carter Jeff Gang Carl Ricketts Mike Rhynus Lance Tyler Special Thanks Brandon Vedder Daniel Wahlen All who participated in filming Chaplains who lead the whole person care rounds: Saul Barcelo Hendrik Hutegol Mike Rhynus Lance Tyler

Thank you! Contact us: wholeness@llu.edu (909) 558-7786