A Review of Narrative Pedagogy Strategies to Transform Traditional Nursing Education

Brown, Sylvia T.; Kirkpatrick, Mary K.; Mangum, Dana; Avery, Jeanette

doi:10.3928/01484834-20080601-01

Cited by 84 publications

(53 citation statements)

References 19 publications

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“…Within nursing, there is a paradigm shift away from a passive to a more active learner approach (Brown, Kirkpatrick, Mangum, & Avery, 2008). TBL uses concept analysis, critical thinking, and problem solving to actively engage the learner, which is especially important in ethics education (Hamric, 2001).…”

Section: Resultsmentioning

confidence: 99%

Team-Based Learning and Ethics Education in Nursing

Hickman¹,

Wocial²

2013

J Nurs Educ

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This report describes the use of team-based learning concepts in an undergraduate nursing applied ethics course using established reporting guidelines. Team-based learning relies on actively engaging students in the learning process through small-group activities that facilitate the development of skills, including concept analysis, critical thinking, and problem solving. Students are divided into teams of five to seven members who collaborate throughout the semester to work through activities that build on ethics concepts introduced through reading and lectures. Nurse educators are challenged to develop educational approaches that will engage students and help them to apply what they learn from the study of ethics to the lived experience of clinical practice. The ultimate goal is to help students to develop into morally sensitive and competent professionals. Team-based learning represents a novel way to teach these skills to undergraduate nursing students.

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Section: Resultsmentioning

confidence: 99%

Team-Based Learning and Ethics Education in Nursing

Hickman¹,

Wocial²

2013

J Nurs Educ

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“…Narrative Pedagogy (NP) is a research-based nursing pedagogy grounded in hermeneutic phenomenology [2]; when enabled, students and teachers collectively share and interpret experiences related to patient care. NP research draws attention to what is considered meaningful to teachers, students, and clinicians in nursing education and teachers have enabled NP for over ten years [3][4][5][6][7][8][9][10][11][12]. NP is always present in the teaching and learning community of nursing, but the ways it is enabled varies depending on the site.…”

Section: Introductionmentioning

confidence: 99%

“…The Concernful Practices (Box 1) are derived from over ten years of data; they emphasize how nursing education is experienced, with language focused on what teachers and students find meaningful in nursing education [3]. The Concernful Practices are considered ontological, meaning they are built out of a phenomenological sense and way of being in the world.…”

Section: Introductionmentioning

confidence: 99%

Enabling Narrative Pedagogy: Listening in Nursing Education

Bowles

2016

Humanities

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Abstract:The role of the nurse has become considerably more demanding in the past twenty years through increased complexity of patient care within a rapidly changing health care environment. Research is needed to expand the pedagogical literacy of nurse educators and address the needs of students entering a complex health care system. Narrative Pedagogy was identified as a research-based nursing pedagogy and has been enabled in nursing education for over a decade. The Concernful Practices emerged from Narrative Pedagogy research, which helped identify what teachers, students, and clinicians considered meaningful in teaching. Listening was one of the Concernful Practices and became the focus of this study. This hermeneutic phenomenological study provided new understandings of the experience of listening in nursing education. The research question addressed "How do nurse educators who enable Narrative Pedagogy experience Listening: knowing and connecting?" One of the themes, Listening as Dialogue, emerged from the study and included ways nurse educators can open and interpret a dialogue, shift the way they think about teaching, and make connections with students.

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“…The preceptor's ability to connect with the learner is central in the learning environment. By using the strategies of narrative inquiry, the preceptor and learner form a partnership through which they share and interpret experiences (Brown et al, 2008). A sense of trust between the preceptor and learner is essential if the learner is to explore and share ideas, reflect on personal actions, analyze clinical situations, and evaluate outcomes.…”

Section: How the Program Workmentioning

confidence: 99%

“…In each phase, the learning strategies of narrative inquiry and cognitive apprenticeship are used. These strategies emphasize collaborations between the teacher and learner in order to understand experiences (Brown, Kirkpatrick, Mangum, & Avery, 2008). During each three week Inquiry phase, the adjunct faculty lead introductory theme-based discussions.…”

Section: How the Program Workmentioning

confidence: 99%