One way in which nursing students may build their practice is through reflective learning from stories. Stories in children's literature offer a special source of narratives that enable students to build empathy and to examine and reconstruct their personal concepts around human experience. Illustrated storybooks written for children are a particularly attractive teaching resource, as they tend to be short, interesting, colourful and easy to read. Yet, little has been written about using such books as a reflective learning tool for nursing students. In this article we describe how we use two children's books and McDrury and Alterio's (2002) 'Reflective Learning through Storytelling' model to educate first year nursing students about loss, grief and death.

Narrative pedagogy influences many areas of nursing education, with emphasis on the co-constructing of narrative between students, educators, and clinicians. Little has been written about published children's literature as a basis for narrative discussion in nursing education. This article describes how narrative pedagogy already works within nursing education and explores features of children's picture books that give them value as a narrative educational tool for nursing students, providing stories that encourage self-understanding and deconstruct the multiple realities of narratives about the human condition.

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This chapter reports on a research project that set out to capture the unique stories from rural nurses from Aotearoa, New Zealand. During the past three decades changing socio-political and economic contexts have affected the delivery of health care while rural nurses have responded with new models of practice which has resulted in an emerging rural nurse discourse related and specific to rural New Zealand. Rural nurses have maintained and, in some cases, improved the health care of these rural communities. A total of 26 rural nurse participants shared their stories providing data to explore the structured phenomenon of rural nursing in New Zealand. Personal and human dimensions are illuminated, as the in-depth meaning of the experience is described by each individual storyteller. Interviews were conducted to collect retrospective stories uncovering the participants’ rural nurse journey. Revealed are a sense of place and people, involving what nurses’ express, as the rural way. A nursing discourse is developed which complements and extends international theories. The rural nurse of New Zealand is imbued with pioneering spirit; entrepreneurial practice shaped by their rural communities highlighting what we suggest is the rural way. Further expansion of the rural way was uncovered with follow up interviews exploring their practice during the COVID-19 pandemic.

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