Core story creation: analysing narratives to construct stories for learning

Petty, Julia; Jarvis, Joy

doi:10.7748/nr.2018.e1533

Cited by 16 publications

(12 citation statements)

References 29 publications

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“…Narrative inquiry does not end in telling stories (Bell, 2002). It includes both how and what of a phenomenon (Petty, Jarvis, & Thomas, 2018). Stories from the three EFL researchers help us gain a deeper understanding of how the negative emotions are experienced (Johnson 2009).…”

Section: Discussionmentioning

confidence: 99%

“…The audio recorded interview with Akash was later transcribed and converted into a story by the researchers (Petty, Jarvis, & Thomas, 2018). After constructing the story of field experiences we recursively read the text till code saturation was achieved (Saunders, Sim, Kingstone, Baker, Waterfield, Bartlam, Burroughs, & Jinks, 2018).…”

Section: Methodology Of Researchmentioning

confidence: 99%

“…Following are the reconstructed narratives (Petty, Jarvis, & Thomas, 2018) of negative emotions of Adil, Akash, and Shuvo during their fieldwork. The narrative reconstruction of the participants' raw experiences was done in two stages.…”

Section: The Narrativesmentioning

confidence: 99%

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Negative Emotions in the Field: A Narrative Analysis of EFL Researchers’ Experience

Rahaman¹,

Saha²

2019

Preprint

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<p>Through narrative analysis the present research traces the range and genesis of negative emotions that three English as Foreign Language (EFL) researchers experienced in different research sites. The method of narrative analysis helps depict and interpret the lived experiences of the researchers. This study draws on autobiographical and narrative data to illustrate <i>how</i> negative emotions evolve during fieldwork, a research aspect that is absent in the existing literature (Bondi, 2007). Findings suggest that the researchers experience a wide range of negative emotions namely ethical dilemma, anger, anxiety, guilt, and shame. Thus the study carries implications for establishing theoretical concepts and informing policy decisions. The theory level implication is that the researchers’ negative emotions evolve through and within emotionally charged phases such as ethical dilemma, anger, anxiety, guilt, and shame. As regards policy level implication, the study reinforces the appeal of previous research works that the IRB requirements should be made flexible according to specific contexts.</p>

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Section: Discussionmentioning

confidence: 99%

Section: Methodology Of Researchmentioning

confidence: 99%

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Negative Emotions in the Field: A Narrative Analysis of EFL Researchers’ Experience

Rahaman¹,

Saha²

2019

Preprint

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“…Each interview yielded raw narrative transcripts which were reconfigured to create a coherent plot in storied, chronological form. The actual process of core story creation is the subject of a separate published paper (Petty, Jarvis, & Thomas, ) . Second, thematic analysis followed the story creation, congruent with the aforementioned work by Rossman et al () where the actual stories from participants were used for the basis of analysis.…”

Section: Methodsmentioning

confidence: 99%

Understanding parents’ emotional experiences for neonatal education: A narrative, interpretive approach

Petty

Jarvis

2019

Journal of Clinical Nursing

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Aims and objectives To explore the emotional experiences of parents who have had premature babies to inform and educate neonatal nurses and health professionals in this field. Background Parents find the neonatal unit a daunting and unfamiliar place leading to anxiety, uncertainty and fear about the future of their baby. Parents have significant emotional needs in relation to assisting them to cope with their neonatal experience. In line with a family‐centred approach to neonatal education, it is essential to teach health professionals about the emotional impact of neonatal care based on an appreciation of the parent experience. Design A narrative‐based, interpretive approach was undertaken in line with constructivist learning theory. Methods Twenty narrative interviews took place, with a total of 23 parents of premature babies. Following core story creation to create coherent stories from the raw transcripts, thematic analysis of the narrative constructs using the principles of Braun and Clarke's, International Journal of Qualitative Studies on Health and Well‐Being, 2014, 9, 1, framework was undertaken. The study methods were compliant with the consolidated criteria for reporting qualitative research (COREQ). Findings Thematic analysis revealed key themes relating to the following: parents’ emotions through the whole neonatal experience, feelings towards the baby, the environment, the staff and the transitions through the different phases of neonatal care. Both negative and positive experiences were reported. Conclusion Understanding the emotional experience from the parent's perspective, following birth of their premature baby, informs empathic, family‐centred teaching and learning within the neonatal education arena. Relevance to clinical practice Students and health professionals alike can learn what is important in the delivery of care that addresses the emotional needs of parents and families. Educators can use narratives and key messages from parents, both negative and positive, to teach family‐centred principles to nurses and health professionals as a core component of a narrative curricula and potentially to enhance empathy.

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“…In this main study, parents were interviewed to collect their stories about their experience of having a premature baby through the neonatal unit and beyond and comprised two overarching components: Firstly, what the parents experienced through their neonatal trajectory to inform learning resources using their narratives is to be published separately (pending). The methodological approach to story creation used in this part of the study has also been reported previously (Petty et al, 2018). The second component, and the focus of this paper yet to be reported, is an exploration of what learning students and staff can draw from the experiences of parents themselves.…”

Section: Introductionmentioning

confidence: 99%

Listening to the parent voice to inform person-centred neonatal care

Petty

Jarvis

2019

Journal of Neonatal Nursing

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Listening to the parent voice to inform person-centred neonatal care. AbstractFamily integrated care (FIC), where parents are an integral part of their baby's care and decision-making can enhance parental involvement and empowerment, contributing to decreased parental separation and stress. It follows that parents can also be a central part of neonatal education for staff in the neonatal speciality. This paper focuses on what students and staff can learn from parents about what they feel is important to make their experience better. A narrative, interpretive approach was undertaken to collect and analyse parent interview narratives. A specific question was posed to a purposive sample of parents who have had premature babies about what health professionals can learn from them. Thematic analysis revealed five key themes relating to the importance of: communicating; listening; empathising; acknowledging (the parent's role); realising (what matters to parents). These elements were incorporated into a framework named by the mnemonic, 'CLEAR'. This highlights what parents want staff to be cognisant of when caring for them and their babies.Learning from the parents in our care enables a greater understanding of their experiences at difficult and challenging times. Having a deeper understanding of parents' experiences can contribute to enhanced empathic learning. KEY WORDSParent experience / Neonatal education / Family-integrated learning / Narrative inquiry

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Core story creation: analysing narratives to construct stories for learning

Abstract: Stories constructed from raw narratives in the context of constructivism can provide a medium or an 'end product' for use in learning resource development. This can then contribute to educating students or health professionals about patients' experiences.

Cited by 16 publications

References 29 publications

Negative Emotions in the Field: A Narrative Analysis of EFL Researchers’ Experience

Negative Emotions in the Field: A Narrative Analysis of EFL Researchers’ Experience

Understanding parents’ emotional experiences for neonatal education: A narrative, interpretive approach

Listening to the parent voice to inform person-centred neonatal care

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