2.50
Hdl Handle:
http://hdl.handle.net/10755/152315
Type:
Presentation
Title:
Exploring the use of narrative pedagogy in teaching caring concepts
Abstract:
Exploring the use of narrative pedagogy in teaching caring concepts
Conference Sponsor:Sigma Theta Tau International
Conference Year:2007
Author:Chan, Engle Angela, PhD
P.I. Institution Name:The Hong Kong Polytechnic University
Title:Assistant Professor
[Research Presentation] While caring is an integral part in nursing, the reality of caring in practice within the continued dominance of a biomedical context in Hong Kong remains an issue. The purpose of this study is to explore how narrative pedagogy helps nursing students to recover or to consolidate their caring concepts and to translate them into their practice. A qualitative study, based on focus group interviews, was conducted. The findings reveal that caring is not only a professional attribute but also a narrative experience of personal knowing for the students.áCaring evolves as students' nursing experience accumulated and the process reflects how they continue to live and grow in caring. Reflexivity that involves self awareness, critical scrutiny and conscious participation is central to competent, theoretical nursing practice. Nursing practice without the theoretical guide will ultimately overshadow caring with the invisible routines that are all too familiar for the nurses to question and will hence lead to a perpetuation of the tension between the espoused caring values and the enacted caring actions.
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.titleExploring the use of narrative pedagogy in teaching caring conceptsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/152315-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Exploring the use of narrative pedagogy in teaching caring concepts</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">2007</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Chan, Engle Angela, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">The Hong Kong Polytechnic University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">hseachan@inet.polyu.edu.hk</td></tr><tr><td colspan="2" class="item-abstract">[Research Presentation] While caring is an integral part in nursing, the reality of caring in practice within the continued dominance of a biomedical context in Hong Kong remains an issue. The purpose of this study is to explore how narrative pedagogy helps nursing students to recover or to consolidate their caring concepts and to translate them into their practice. A qualitative study, based on focus group interviews, was conducted. The findings reveal that caring is not only a professional attribute but also a narrative experience of personal knowing for the students.&aacute;Caring evolves as students' nursing experience accumulated and the process reflects how they continue to live and grow in caring. Reflexivity that involves self awareness, critical scrutiny and conscious participation is central to competent, theoretical nursing practice. Nursing practice without the theoretical guide will ultimately overshadow caring with the invisible routines that are all too familiar for the nurses to question and will hence lead to a perpetuation of the tension between the espoused caring values and the enacted caring actions.</td></tr></table>en_GB
dc.date.available2011-10-26T11:31:42Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T11:31:42Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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