2.50
Hdl Handle:
http://hdl.handle.net/10755/152457
Type:
Presentation
Title:
Using Narrative Pedagogy to Create Evidence Seekers
Abstract:
Using Narrative Pedagogy to Create Evidence Seekers
Conference Sponsor:Sigma Theta Tau International
Conference Year:2006
Author:Gleeson-Kreig, JoAnn, PhD, RN
P.I. Institution Name:State University of New York, Plattsburgh
Title:Assistant Professor
Co-Authors:Wendy R. Sayward, MS, RN, CNS; Maureen Condon, MS, RN
Narrative pedagogy focuses on creating a learning environment that fosters student participation in the learning process. Experiential stories are shared and interpreted to bring out what the nurse should do in given situations. Situational context is important to direct what the nurse should be thinking. The narrative approach challenges students to be responsible for their own learning, and encourages the questioning of assumptions. The teacher becomes the facilitator as students reflect on their knowledge acquisition and analyze their progress. Through words and actions, faculty role model the concept that learning is a continuous process. They guide students to critically evaluate what is known and to examine the construction of that information. The faculty presenters have recently adopted a narrative pedagogy teaching style in a baccalaureate educational program. The purpose of this presentation is to discuss the initiation of teaching-learning strategies from the narrative paradigm that are intended to encourage nursing students to seek resources and become improved critical thinkers. Evaluative quantitative and qualitative data will be presented that demonstrate the student perspective regarding use of this teaching style.
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.titleUsing Narrative Pedagogy to Create Evidence Seekersen_GB
dc.identifier.urihttp://hdl.handle.net/10755/152457-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Using Narrative Pedagogy to Create Evidence Seekers</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">2006</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Gleeson-Kreig, JoAnn, PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">State University of New York, Plattsburgh</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">JoAnn.Gleeson-Kreig@plattsburgh.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Wendy R. Sayward, MS, RN, CNS; Maureen Condon, MS, RN</td></tr><tr><td colspan="2" class="item-abstract">Narrative pedagogy focuses on creating a learning environment that fosters student participation in the learning process. Experiential stories are shared and interpreted to bring out what the nurse should do in given situations. Situational context is important to direct what the nurse should be thinking. The narrative approach challenges students to be responsible for their own learning, and encourages the questioning of assumptions. The teacher becomes the facilitator as students reflect on their knowledge acquisition and analyze their progress. Through words and actions, faculty role model the concept that learning is a continuous process. They guide students to critically evaluate what is known and to examine the construction of that information. The faculty presenters have recently adopted a narrative pedagogy teaching style in a baccalaureate educational program. The purpose of this presentation is to discuss the initiation of teaching-learning strategies from the narrative paradigm that are intended to encourage nursing students to seek resources and become improved critical thinkers. Evaluative quantitative and qualitative data will be presented that demonstrate the student perspective regarding use of this teaching style.</td></tr></table>en_GB
dc.date.available2011-10-26T11:37:02Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T11:37:02Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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