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Storytelling in nursing pedagogy is widely used and generally thought to be effective, but the mechanisms by which it is effective are unclear. This project explored whether watching a professional film affected students' knowledge, beliefs, or attitudes, and whether the extent of any change varied with the amount of narrative transportation (cognitive and emotional engagement in story) experienced. Eighty-eight students watched the film Wit, took a knowledge pretest and posttest, and completed an instrument to measure narrative transpo
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