The impact of digital storytelling for children during paediatric day surgery on anxiety and negative emotional behaviors: Randomized controlled trial.

PURPOSE: The aim of the study was to examine the effectiveness of digital storytelling as a therapeutic care intervention in paediatric day surgery. DESIGN AND METHODS: his study was conducted in a randomized controlled experimental design. Seventy-two voluntary children who were scheduled for day surgery and met the inclusion criteria for the study were included. Research data were collected using the Child's Descriptive Information Form, the Children's Emotional Manifestation Scale, and the State Anxiety Inventory for Children. The study group used digital storytelling to prepare for day surgery. RESULTS: State anxiety scores decreased over time in the study group. The digital storytelling intervention was found to be effective in reducing anxiety scores. In the control group, state anxiety scores were highest on the day of the surgery. Children in the control group experienced higher levels of anxiety on the day of the surgery compared to those in the study group. The high anxiety levels in the control group continued at a higher level even two weeks after surgery. Children in the control group exhibited more negative emotional behaviors on the day of the surgery. CONCLUSION: The digital storytelling intervention implemented in this research was found to be effective in reducing children's anxiety and negative emotional behaviors. PRACTICE IMPLICATIONS: Digital storytelling should be applied and adapted to various other areas of paediatric surgery. Its utilization is significant for nurses working in the field of day surgery.

Using Digital Storytelling as an Evaluation Tool.

Digital storytelling is an innovative approach that evaluators can adopt to expand their dissemination efforts. The stories use brief audio and video recordings, and they can be used to provide reflections on the perceived value, experiences, or impact of public health efforts. We offer tips for evaluators to add this tool to their portfolio using several traditional evaluation data collection techniques. We also discuss a series of planning considerations and lessons learned based on the experiences of an evaluation of a research capacity-building initiative.

Effect of digital storytelling-case studies patient privacy: A randomized controlled study.

BACKGROUND: It is essential to develop future nurses' privacy consciousness and attitudes toward patient privacy to recognise threats to patient privacy and take the necessary precautions. OBJECTIVES: To determine the effect of digital storytelling and case studies teaching methods on nursing students' privacy consciousness and attitudes toward patient privacy. RESEARCH DESIGN: Pretest-posttest, factorial group randomised controlled study. PARTICIPANTS AND RESEARCH CONTEXT: Eligible 113 nursing students were randomised to the intervention I (n = 38), intervention II (n = 38), and control group (n = 37) by stratified block randomisation method. The education program consisted of two theoretical sessions and three practical sessions. Data were collected using questionnaires pre-, post-, 4 weeks, and 16 weeks after the intervention between November 2020 and May 2021 in Türkiye. ETHICAL CONSIDERATIONS: Written approval was obtained from the university's Ethics Board. Informed written and verbal consent were obtained from the participants. FINDINGS: The results showed a significant time effect on nursing students' privacy consciousness and attitudes toward patient privacy (p < .05), no significant difference between the groups (p > .05), and a significant, positive, and strong relationship between the privacy consciousness and the attitudes toward patient privacy. Students stated that digital storytelling was beneficial in focusing on the subject, memorability, interest, curiosity, and attention. CONCLUSIONS: Besides the ethics course, the privacy education program with digital storytelling and case studies develops nursing students' privacy consciousness and attitudes toward patient privacy. It is recommended to integrate privacy education into ethics courses and popularise digital storytelling and ethical case studies in ethics education.

Tangible digital collaborative storytelling in adolescents with intellectual disability and neurodevelopmental disorders.

BACKGROUND: Collaborative storytelling can be a helpful tool to promote cognitive and social skills in adolescents with neurodevelopmental disorders. AIMS: The current study aimed to explore the benefits of collaborative storytelling using traditional (TST), digital (DST), and tangible digital (TDST) methodologies. MATERIALS AND METHODS: Fourteen Spanish students with mild to moderate intellectual disability and other neurodevelopmental comorbid disorders participated in collaborative storytelling sessions in the classroom, following an experimental, mixed, and cross-sectional design. The study comprised three individual assessments of narrative skills and eight collaborative storytelling sessions using different storytelling methodologies. Individual and collaborative stories were videotaped, transcribed verbatim, and analysed for formal and content characteristics. Behaviours and interactions during the collaborative storytelling were analysed for each group and session. RESULTS: The results show a positive effect of collaboration on students' stories, compared to individual performance, regardless of the methodology used. CONCLUSION: Collaboration, technological device handling, and shared storytelling did not present a barrier for the participants.

The effect of self-compassion-based programs for infertility (SCPI) on anxiety and depression among women pursuing fertility treatment: a three-armed, randomised controlled trial.

PURPOSE: To examine the effects of self-compassion training using videos (SCV) versus self-compassion training using digital stories (SC-DS) as compared to a control group (CG) on reducing anxiety and depression symptoms among women pursuing fertility treatment. METHODS: A three-armed, randomised controlled trial randomly assigned 200 eligible women to SCV(n = 65), SC-DS (n = 67), and CG (n = 68). All three randomised groups completed questionnaires immediately after randomisation (T1), after completing the interventions (T2), and 10 weeks after the interventions (T3). A generalised estimation equation was used with the intention-to-treat analysis. The primary outcomes were anxiety and depression, and secondary outcomes were self-compassion, infertility self-efficacy, and pregnancy rates. RESULTS: SCV and SC-DS participants experienced a significant reduction in anxiety and depression from T1 to T2 and from T1 to T3 (p < 0.001; d > 0.8). SCV and SC-DS participants experienced a significant increase in self-compassion and infertility self-efficacy from T1 to T2 and from T1 to T3 (p < 0.001; d > 0.8). SC-DS seemed to be superior to SCV and CG. No significant differences were found among the three groups in pregnancy rates. SCV and SC-DS participants rated self-compassion training programs positively and said they would highly recommend them to others. CONCLUSION: These findings suggest that SCV and SC-DS were effective in reducing anxiety and depression and increasing self-compassion and infertility self-efficacy. Online flexible self-compassion interventions could make psychological support more accessible for women undergoing fertility treatment in resource-poor settings. TRIAL REGISTRATION: (ChiCTR2100046065) [12/04/2021].

Digital Storytelling as a Tool to Increase Colorectal Cancer Screening Intention in a Latinx Church Community.

Although colorectal cancer screening (CRCS) rates have improved for all racial groups due to wider availability of screening, Latinx continue to have lower screening rates and are more likely to be diagnosed with later stages of colorectal cancer compared to non-Latinx whites. More culturally tailored educational interventions are needed to reach this population. This study introduced a digital storytelling (DST) intervention in a church community setting and explored its potential to influence CRCS intention and perception among Latinx and the acceptability of the DST intervention. Participants (n=20) between the ages of 50 and 75 who were not up-to-date with CRCS were recruited to view digital stories developed by fellow church members with previous CRCS experience. They completed surveys assessing their intention to complete CRCS before and after the viewing and were asked to participate in focus groups to understand, qualitatively, how the digital stories influenced their perceptions and intentions related to CRCS. Analysis of participant narratives revealed three overarching themes related to their perceptions and intentions of CRCS after the DST intervention: (1) the duality of the faith-health connection and fatalism, (2) willingness to consider other screening methods, and (3) the push-pull of individual barriers and interpersonal facilitators. Participants felt the DST intervention humanized the CRCS process and that it would be acceptable and well received in other church settings. The introduction of a community-based DST intervention within a church setting is a novel strategy with the potential to influence members of the Latinx church population to complete CRCS.

A Digital Diabetes Storytelling Intervention for the Hmong Community: A Pilot Study.

Hmong-Americans experience higher rates of diabetes and poorer diabetes-related health outcomes than their White peers. Traditional methods of diabetes education do not reach Hmong patients effectively due to known socioeconomic and literacy barriers. The purpose of this study is to examine the acceptability of a culturally informed diabetes self-management education video tool, using digital storytelling that was created using a community-engaged approach, administered in a single academic clinic that sees a large percentage of Hmong patients. The video tool was successful in the areas of acceptability, story transformation, and story identification; 96% of participants stated that the video felt like something from their community, 88% stated that they could identify with the story, 79% stated that they wanted to know what happened next, and 70% of participants reported that they were motivated to do something different after watching. New methods to improve diabetes education and improve health outcomes in Hmong communities are needed. Culturally informed digital storytelling is one tool, which may be used to improve diabetes health outcomes in this population.

Utilizing Digital Storytelling to Develop a Public Health Professions Pathway for Native American High School Students.

Digital storytelling is a decentering methodology in health promotion that positions the storyteller as an expert to create a narrative of their lived experiences. This article describes using a two-phase digital storytelling process within the Diné (Navajo) Educational Philosophy framework to guide the development of a culturally grounded curriculum plan that actively engages Diné youth in exploring health professions pathways in their community. The first phase consisted of developing a high school digital storytelling team by training three Diné youth attending high school on the Navajo Nation located in southwest United States, in digital storytelling. In the second phase, the high school digital storytelling team worked collaboratively with seven Diné students enrolled at the local tribal college to develop digital stories about navigating from high school to college. Data from seven completed digital stories were analyzed with assistance from a community advisory board to identify asset-based themes that contributed to positively transitioning from high school to a tribal college. The results revealed several strategies for successful transitions from high school to a public health college major. The culturally relevant strategies and stories were incorporated into a school-based health professions pathway curriculum plan for Diné youth.

Effects of robot-assisted digital storytelling on hospitalized children's communication during the COVID-19 pandemic.

This study proposed a robot-assisted digital storytelling approach to reduce hospitalized children's anxiety about intravenous injections and to improve their therapeutic communication and therapeutic engagement. In order to verify the effectiveness of the robot-assisted digital storytelling approach, a randomized controlled study was implemented. A total of 47 children from a regional hospital were randomly assigned to an experimental group (n = 21) and a control group (n = 26). The experimental group adopted the robot-assisted digital storytelling approach in health education for intravenous injections, while the control group received video-based health education. The study results indicated that the proposed robot-assisted digital storytelling approach not only reduced the children's anxiety, but also had positive effects on children's communication about intravenous injections, emotions during hospitalization, and therapeutic engagement. As a consequence, it is suggested that educators and researchers consider adopting robot-assisted digital storytelling to facilitate nursing clinical health education for children.

"Everybody Needs to Talk About Their Child": A Descriptive Phenomenological Study of Bereaved Parents' Experiences in Digital Storytelling.

Digital Storytelling (DS) is a narrative intervention that supports participants' ability to find meaning in their life experiences - in this case, bereavement after child death. Thirteen (N = 13) bereaved parents engaged in a DS workshop in which they created a story about the death of their child. Using a descriptive phenomenological approach, researchers explored participants' experience with child death via their completed digital stories. Results highlight connection as a pathway to meaning making for bereaved parents who participate in DS, specifically in regard to connection with other bereaved parents and connection with their deceased child via telling their story.

Customization and use of digital storytelling in providing online career counseling services to students with physical-motor disabilities: A mixed study.

Nowadays, students with disabilities suffer from various problems in entering the labor market and they need to receive career guidance services. This study was carried out in two parts of quantitative and qualitative with multiple purposes as a mixed design. In the qualitative part, challenges and problems of students in receiving career guidance and counseling were investigated and in the quantitative part, the effect of online career counseling on decreasing the challenges in receiving career counseling services by students with disabilities was studied. Moreover, in the quantitative part, the effect of online counseling on improving academic buoyancy, employability, and mental health of people with disabilities was investigated and its comparison with online career counseling based on digital storytelling was carried out. The qualitative part included 17 experts and students with disabilities and the quantitative part included 95 students with disabilities that were randomly assigned into experimental (i.e. digital storytelling and online career counseling) and control groups. The results of the qualitative part showed that students with disabilities suffer from various individual and social problems in receiving career counseling services. The results of the quantitative part showed that online career counseling with and without digital storytelling can solve the challenges against people with disabilities in receiving career guidance services to some extent. In the second part of quantitative results, it was indicated online career counseling with and without digital storytelling has a significant effect on academic buoyancy, employability, and mental health of students with disabilities and the use of digital storytelling in online counseling led to higher efficiency in employability and mental health.

Student experience and digital storytelling: Integrating the authentic interaction of students work, life, play and learning into the co-design of university teaching practices.

Designing strategic pedagogical change through the lens of a student experience that is yet to be experienced offers a critical frame for embedding the impacts of transition, uncertainty, belonging and the complexity of the student journey into the co-design of teaching and learning. A digital storytelling approach extends the notion of the student experience beyond the singular and metricised descriptions common in online student satisfaction survey instruments into a rhizomatic, resonant living community that resides in the intersecting spaces of work, life, play and learning. This paper describes an ethnographic-like model of collecting and evaluating the student experience through a semi-structured digital storytelling methodology that supports both co-design and cogenerative dialogue as a form of curriculum enhancement. The paper outlines how the Student Experience Digital Storytelling model was iteratively designed, deployed, and then evaluated through participatory action research-informed case studies at the University of Sydney Business School (Australia) and the London School of Economics and Political Science (United Kingdom) that embedded the student experience into the co-design of curriculum and assessment interventions.

Promoting self-management behaviors in adolescents with type 1 diabetes, using digital storytelling: a pilot randomized controlled trial.

BACKGROUND: This study aimed to assess the effects of digital storytelling on the self-management behavior of adolescents with type 1 diabetes (TID). METHODS: In this pilot randomized controlled clinical trial, 60 adolescents with TID were randomly allocated into two parallel groups: intervention (training with digital storytelling method, n = 33) or control (training with a conventional method, n = 33). The primary outcome was assessing the Self-Management behavior of adolescents with TID (SMOD-A) at baseline and three months after the intervention. RESULTS: The results revealed that digital storytelling could significantly improve self-management behaviors amongst adolescents with TID (P = 0.005). In contrast, in the control group, no significant changes were observed (P > 0.05). Furthermore, the mean score of Collaboration with Parents subscale was significantly higher in the digital storytelling group than in the control group after the intervention (p = 0.022). The results also showed that the level of Collaboration With Parents' subscale scores had a meaningful reverse relationship with the adolescent age after digital storytelling (p = 0.048). Repeated measures ANOVAs showed that there were significant main effects of time and group on collaboration with parents(p = 0.002) and goal subscales (p = 0.035). With respect to HbA1c levels, significant changes were not observed in any of the groups (P > 0.05). CONCLUSIONS: Digital storytelling is practicable and a potentially beneficial training modality for adolescents with TID. TRIAL REGISTRATION: This trial was respectively registered. CLINICALTRIALS: gov Identifier: IRCT20191220045828N1 . Date of registration: Oct 29. 2020.

The use of digital stories as a health promotion intervention: a scoping review.

BACKGROUND: It is challenging to develop health promotion interventions created in collaboration with communities affected by inequities that focus beyond individual behavior change. One potential solution is interventions that use digital stories (DS). Digital storytelling (DST) is an opportunity for reflection, connection with others, and the elevation of voices often absent from daily discourse. Consequently, public health researchers and practitioners frequently employ the DST workshop process to develop messaging that promotes health and highlights concerns in partnership with historically marginalized communities. With participants' permission, DS can reach beyond the storytellers through behavior or attitude change interventions for health promotion among communities who share the targeted health concern. Our goal was to synthesize the literature describing interventions that use DS for health promotion to identify gaps. METHODS: We conducted a scoping review. Our inclusion criteria were articles that: 1) described empirical research; 2) used DS that were developed using the StoryCenter DST method; 3) assessed an intervention that used DS to address the health promotion of viewers (individuals, families, community, and/or society) impacted by the targeted health issue 4) were written in English or Spanish. To synthesize the results of the included studies, we mapped them to the health determinants in the National Institute of Minority Health and Health Disparities (NIMHD) research framework. We assessed the number of occurrences of each determinant described in the results of each article. RESULTS: Ten articles met the eligibility criteria. All the included articles highlighted health equity issues. Our mapping of the articles with definitive results to the NIMHD research framework indicates that interventions that use DS addressed 17 out of 20 health determinants. All mapped interventions influenced intentions to change health behaviors (NIMHD level/domain: Individual/Behavioral), increased health literacy (Individual/Health Care System), and/or stimulated conversations that addressed community norms (Community/Sociocultural Environment). CONCLUSIONS: Interventions that use DS appear to positively affect the health promotion of participants across a range of health issues and determinants. Future research is needed in the Interpersonal, Community, and Societal levels and within the Biological, Physical/Built Environment, and Sociocultural Environment domains.

Digital Storytelling for Health-Related Outcomes in Older Adults: Systematic Review.

BACKGROUND: Older adults face a unique set of challenges and may experience a range of psychological comorbidities. Digital storytelling is an emerging tool for sharing and recording lived experiences and may have the potential to support well-being but is yet to be systematically reviewed for use among older adults. OBJECTIVE: The aim of this review is to examine the methods for creating digital stories, the health-related outcomes associated with creating digital stories, and the potential for implementing digital storytelling with older adults. METHODS: We systematically searched electronic databases to identify articles published in English that reported on at least one health-related outcome of digital storytelling for participants aged ≥60 years. Data were extracted and synthesized using qualitative content analysis and summarized in tables. The methodological quality of the studies was assessed using the Mixed Methods Appraisal Tool. RESULTS: A total of 8 studies were included in the review. Participants were primarily community-dwelling older adults living with dementia, involving family caregivers and professional care staff. Studies have taken various approaches to digital storytelling and reported diverse benefits associated with digital storytelling, including improvements in mood, memory, social engagement, and quality of relationships. Although the potential for implementation was not widely examined, some studies have presented evidence for acceptability and feasibility. Generally, studies were of high quality, despite the absence of comparator groups and confounder analyses. CONCLUSIONS: The evidence reviewed suggests that despite the various approaches taken, digital storytelling shows promise as an effective approach for supporting well-being in older adults. TRIAL REGISTRATION: PROSPERO International Prospective Register of Systematic Reviews CRD42019145922; https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42019145922. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): RR2-10.2196/15512.

Digital storytelling within the Australian mining industry: worker engagement and health literacy indicator effects.

The mining industry is a demanding context for workplace health education due to a range of factors including productivity targets, workforce diversity and work roster schedules. This project investigated the impact of digital story health communication on worker engagement and its effect on interactive and critical health literacy indicators. The study comprised a quasi-experimental parallel time series research design, with control and intervention groups at each of the mine sites (n = 2). Workers in the intervention group (n = 85) received a 'toolbox talk' presentation incorporating a digital story featuring a mining industry worker and a leading cardiovascular health expert. The control group (n = 90) received equivalent health information communicated in a non-narrative manner, reflective of typical practices within the mining industry. A significantly greater effect was evident for worker engagement within the intervention group, with substantial maintenance over the follow-up period, compared with no significant effect at follow-up within the control group. Significant effects on interactive health literacy indicators (n = 3) were evident for the intervention group with corresponding lower level or nil effects within the control group. The findings highlight the benefits of evidence-based digital stories as an efficient and efficacious worker-centred health communication strategy for complex industrial workplace environments.

This quasi-experimental intervention study sought to test the effectiveness of digital stories featuring mining workers and leading health experts as a workplace health education strategy. The mining industry is a challenging setting for health education due to a range of reasons including productivity targets, workforce diversity and work roster schedules. Workers in the intervention group received a 'toolbox talk' presentation including a digital story. Workers in the control group received the same health information without the digital story, reflecting common health communication practices in the industry. Outcomes of this research demonstrate that digital storytelling was more effective on worker engagement and interactive health literacy, with a promising level of maintenance over a follow-up period. The findings show the benefits of digital storytelling as a worker focused health education strategy for complex industrial settings where time efficient communication methods are required.

Feasibility of a Digital Storytelling Intervention for Hematopoietic Cell Transplant Patients.

Patients undergoing hematopoietic cell transplantation (HCT) are at risk for psychological and social impairment given the rigors and multiple sequelae of treatment. The purpose of this pilot study was to test the feasibility of a digital storytelling (DS) intervention for HCT patients, and to examine limited efficacy of the intervention relative to control arm on psychological distress and perceived social support. Adult HCT patients (n = 40, M age = 59.2 years) were enrolled immediately post-HCT and randomly assigned to either DS intervention or information control (IC). DS participants viewed four 3-min personal, emotionally rich digital stories, and IC condition participants viewed four videos containing information about post-HCT care. Feasibility regarding recruitment, enrollment efforts, and change scores from pre- to post-intervention (Δs) on depression, anxiety, and perceived social support were tracked. Fifty-four (51.4%) of 105 eligible patients consented. Forty (74%) patients completed the intervention. All but one completed the post-intervention assessments demonstrating that HCT patients can be recruited and retained for this intervention. On average, perceived social support increased for the DS group (Δ = 0.06) but decreased for the IC group (Δ = - 0.05). Anxiety and depression improved over time in both conditions. Viewing digital stories with content evoking emotional contexts similar to one's own health challenges may improve perceptions of social support among HCT patients. How DS can improve perceived social support for both short-term and longer-term sustained effects in a longitudinal study is an area ripe for additional investigation.

Role of social, cultural and symbolic capital for youth and community wellbeing in a rural Alaska Native community.

Health promotion programs by and for Indigenous Peoples increasingly use strength-based Indigenous approaches aimed at reinforcing protective factors rooted in their cultures and traditions. These protective factors can counteract the deleterious effects induced by the rapid social changes related to colonization. Western social scientists defined cultural, social and symbolic capital as assets akin to social strengths that can promote health. It is important to understand Indigenous perspectives on these social and cultural capitals, and the ways their interplay can promote wellness. Using the qualitative methods photovoice and digital storytelling, we elicited the perspectives of Athabascan middle and high school students participating in the Frank Attla Youth and Sled Dog Care-Mushing Program in their home community of Huslia in Interior Alaska. Subsequently, we disseminated the stories and preliminary findings in Huslia, and conducted focus groups with adults to triangulate with the youth perspectives. Deductive and inductive thematic content analysis of youth stories and photos revealed the impacts of the program on them and their community. Youth reported gains in cultural, social and symbolic capital and shared what these forms of capital mean in their cultural context. Cultural capital gains were mostly in its embodied form, e.g. in work ethics, perseverance and the value of cultural traditions; social capital gains revolved around relations with peers, adults and Elders, nature and animals, as well as social cohesion and sense of belonging in Huslia; Symbolic capital was reflected through pride and spirituality. The students' stories also illustrated their perspectives on how the program affected their wellbeing, through physical activity, healing relations with dogs, increased self-esteem and visions of a bright future. Adults corroborated youth perspectives and shared their observations of program impacts on discipline, academic and life skills and resilience. These findings could be used to guide development and assessment of culturally-based wellbeing promoting interventions.

Changing attitudes towards older adults: Eliciting empathy through digital storytelling.

Ageist attitudes ingrained within societies lead to negative health outcomes for older generations. Face-to-face storytelling is one method that is effective in combating negative attitudes but may be limited in its reach. This pilot study aimed to explore if empathy evoked through digital storytelling influenced the attitudes about older adults held by younger people. The Listening Lounge exhibition displayed ten digital stories containing narratives from older adults. Surveys captured 85 young adult participants' responses following viewing a digital story. A mixed-methods approach explored participant attitudes of older adults and their experience of empathy. The results showed a statistically significant positive change in participants' attitudes post-viewing compared to pre-viewing the digital stories; regardless of initial positive attitudes toward older adults. Participants reported that attitudinal change occurred when the digital stories challenged their generalizations about older adults, and when they felt empathy toward the storyteller. Empathy was fostered by the digital story components, particularly tone of voice and story content, which enabled a deeper understanding of the older adult's experience. This pilot study provides foundational research into the use of digital storytelling and its ability to evoke empathy and positively influence attitudes. The findings from this study may inform replication of this research on a larger scale.

Storytelling to Inspire Dialysis Patients to Learn about Living Donor Kidney Transplant.

BACKGROUND: Policy changes including the Advancing American Kidney Health initiative and CMS's ESRD Quality Incentive Program recommend increasing educational initiatives within dialysis centers to increase living kidney donor transplant (LDKT) rates. LDKT education can be challenging in dialysis centers due to limited provider time to educate, patient fears or reluctance to learn about LDKT, and difficulty educating potential living donors. New educational innovations that increase dialysis patient curiosity about pursuing LDKT are needed. SUMMARY: Digital first-person storytelling, or the sharing of narratives by individuals in their own words, is a culturally competent, health literate, patient-driven approach to expanding patient understanding about LDKT that can supplement traditional educational strategies without additional burden for dialysis providers. The Living Donation Storytelling Project is an online digital library of over 150 video stories told by diverse kidney recipients, donors, those in search of a donor, and their family/friends. By honestly discussing how they overcame fears and challenges related to LDKT, these stories address sensitive topics that can be hard for providers to introduce by using easily accessible learning methodology that may better connect with racial/ethnic minorities, scared patients, and patients facing health literacy challenges. Key Messages: Supplementing traditional educational approaches with digital storytelling may help overcome time limitations in educating for busy providers, boost providers' own knowledge about LDKT, serve as a free supplemental resource for patients, reduce fears and increase self-efficacy about transplant, help more patients to share about transplant with their social networks, and ultimately increase LDKT rates.