Expanding Evidence-Based Practice in Nursing Education Through the Use of Narrative Pedagogy

2.50
Hdl Handle:
http://hdl.handle.net/10755/151498
Type:
Presentation
Title:
Expanding Evidence-Based Practice in Nursing Education Through the Use of Narrative Pedagogy
Abstract:
Expanding Evidence-Based Practice in Nursing Education Through the Use of Narrative Pedagogy
Conference Sponsor:Sigma Theta Tau International
Conference Year:2005
Author:Hansen-Kyle, Linda L., RN, MA, CCM
P.I. Institution Name:Grossmont College & University of San Diego
Title:Adjunct Faculty, Grossmont College & PhD Candidate, University of San Diego
Co-Authors:Patricia Bradley, RN, MEd
Introduction/Background: Nursing educators have shown that the use of narratives, which allows students to incorporate ôlived experiencesö and discussions of these experiences into the learning environment, informs nursing practice. Objective: To combine evidenced-based practice with narratives to help nursing students provide care that is both individualized and comprehensive. Design: An interventional interpretive pilot study utilizing lecture, practice guidelines, patient stories, individual written narratives, and discussions. Population: Twenty associate degree nursing students in a Southern California Community College. Method: (a) Students were given lecture on care of the patient with prostate cancer using practice guidelines; (b) Students wrote individual narratives describing how they would provide care for this patient using the lecture and practice guidelines; (c) Students were provided with three stories of the ôlived experiencesö of men who had prostate cancer; (d) Students wrote individual narratives describing how they would provide care for this patient using lecture, practice guidelines, and narratives; (e) Class discussion on individualizing evidenced-based care for the patient with prostate cancer. Findings/Implications: Initial findings indicated that reading the men's stories influenced the students' planned approaches to care for the patient with prostate cancer. Coding further uncovered student's concerns, practices, and meanings in planning care.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleExpanding Evidence-Based Practice in Nursing Education Through the Use of Narrative Pedagogyen_GB
dc.identifier.urihttp://hdl.handle.net/10755/151498-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Expanding Evidence-Based Practice in Nursing Education Through the Use of Narrative Pedagogy</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2005</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Hansen-Kyle, Linda L., RN, MA, CCM</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Grossmont College &amp; University of San Diego</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Adjunct Faculty, Grossmont College &amp; PhD Candidate, University of San Diego</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">kyleriders@sbcglobal.net</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Patricia Bradley, RN, MEd</td></tr><tr><td colspan="2" class="item-abstract">Introduction/Background: Nursing educators have shown that the use of narratives, which allows students to incorporate &ocirc;lived experiences&ouml; and discussions of these experiences into the learning environment, informs nursing practice. Objective: To combine evidenced-based practice with narratives to help nursing students provide care that is both individualized and comprehensive. Design: An interventional interpretive pilot study utilizing lecture, practice guidelines, patient stories, individual written narratives, and discussions. Population: Twenty associate degree nursing students in a Southern California Community College. Method: (a) Students were given lecture on care of the patient with prostate cancer using practice guidelines; (b) Students wrote individual narratives describing how they would provide care for this patient using the lecture and practice guidelines; (c) Students were provided with three stories of the &ocirc;lived experiences&ouml; of men who had prostate cancer; (d) Students wrote individual narratives describing how they would provide care for this patient using lecture, practice guidelines, and narratives; (e) Class discussion on individualizing evidenced-based care for the patient with prostate cancer. Findings/Implications: Initial findings indicated that reading the men's stories influenced the students' planned approaches to care for the patient with prostate cancer. Coding further uncovered student's concerns, practices, and meanings in planning care.</td></tr></table>en_GB
dc.date.available2011-10-26T11:04:18Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T11:04:18Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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