1. 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

2. 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

3. Introducing…

4. Why the response?

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

6. Compare . . .

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

9. Across the street – same moment

13. What is the feeling?

14. How big is your feeling of sadness?

15. Where are you in relation to it?

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

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

18. Some things go “up” and “down”

19. Things that explode
Anger
Headaches

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

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

22. Metaphors of healthcare
Shots
Orders
Battle
Against illness

23. 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

24. 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

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

26. Point #2: Reflection deepens concepts

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

28. What was it like for the others?

29. Family drawing: Note change in metaphors

30. 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)

31. Point #3: Practice deepens the learning experience

32. Reading of a student paper
Oral reading

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

34. 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

35. 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”

36. 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

37. 9/15/2018
Doing it together . . .

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

39. 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

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

41. 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

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

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

44. CONNECT film
Available for public in summer, 2018

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

46. 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

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

48. CLEAR Whole Person Care® Model COMPETENCY

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

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

51. 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

52. 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?

53. 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.

54. 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

55. Thank you!
Contact us:
(909)