5th INTERNATIONAL CONGRESS ON KHAZAR SCIENTIFIC RESEARCH AND INNOVATION
THE USE OF CINEMA IN NURSING EDUCATION
Cinema, with its artistic and educational dimensions, has been one of the most significant mass communication tools of the 20th century. Initially used in the 17th century for the transmission of social and cultural history, cinema gained educational importance during World War I through its role in military training. Thanks to its audiovisual richness, cinema possesses the capacity to influence knowledge, attitudes, and behaviors. In education, films serve as effective tools for supporting learning, concretizing concepts, encouraging critical thinking, and engaging emotional domains. In nursing education, cinema stands out among creative teaching methods. Nursing, as a profession combining theoretical knowledge and clinical applications, carries the responsibility of safeguarding and improving human health. In this context, films aid in the development of students’ empathy, critical thinking, and problem-solving skills while enhancing their understanding of complex human behaviors."Cinenurducation," a concept based on experiential learning theory, represents a teaching method that fosters professional competence in students. Using films in education leaves profound emotional impacts on students, promoting reflective thinking. Films shape students’ worldviews, ethical approaches, and professional values. They also encourage participation by offering opportunities for group work and self-directed learning. However, the effectiveness of this method depends on appropriate film selection, educator training, and the provision of technological infrastructure. In conclusion, cinema emerges as an innovative pedagogical tool that supports the cognitive and emotional development of students in nursing and other health sciences. To fully leverage the potential of cinema, educators must invest in further research and resource development.
