2.50
Hdl Handle:
http://hdl.handle.net/10755/155821
Type:
Presentation
Title:
Narrative Pedagogy and Nursing Role Assimilation
Abstract:
Narrative Pedagogy and Nursing Role Assimilation
Conference Sponsor:Sigma Theta Tau International
Conference Year:2004
Conference Date:July 22-24, 2004
Author:Bradley, Patricia, MSN
P.I. Institution Name:Grossmont College & University of San Diego
Title:Faculty, Grossmont College & PhD candidate, University of San Diego
Co-Authors:Linda L. Hansen-Kyle, MSN, CCM
Introduction/Background: Nancy Diekelmann, Pamela Ironside, and other scholars have shown that the use of narrative pedagogy, which allows students to incorporate “lived experiences” and discussions of these experiences into the learning environment, leads to thinking like a nurse. Objective: To apply the principles of narrative pedagogy to the assimilation of the nurse role by second career students. Design: A qualitative pilot study was conducted utilizing individual written narratives and instructor guided discussions using a narrative pedagological framework. Population: Thirty foreign-trained medical students who are in a nurse education program which will lead to eligibility to take the nurse licensure exam (NCLEX) Intervention and Outcome Variables: Utilization of prior experience and application to the new nursing roles the students will assume is the expected outcome. Methods: (a)Students write individual narratives describing their viewpoint of the nursing role as it pertains to nursing diagnosis, care planning, and care delivery and apply this to a case study. (b)This is followed by the instructor guided narrative pedagological discussion groups of 8-10 students. (c)Following the discussion, the students again write individual narratives regarding how their viewpoints of nursing have or have not changed from the previous written narrative and how they would now apply this knowledge to the same case study. Findings/Implications: The narratives before and after are still being assessed. Initial findings indicate a more complete understanding of the nursing role after the guided discussion. Case studies need to be more thoroughly assessed for nurse role assimilation. This further assessment will lead to implications for practice. (Assessment will be completed by Spring 2004)
Repository Posting Date:
26-Oct-2011
Date of Publication:
22-Jul-2004
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleNarrative Pedagogy and Nursing Role Assimilationen_GB
dc.identifier.urihttp://hdl.handle.net/10755/155821-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Narrative Pedagogy and Nursing Role Assimilation</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">2004</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July 22-24, 2004</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Bradley, Patricia, MSN</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">Faculty, Grossmont College &amp; PhD candidate, University of San Diego</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">patbrad@cox.net</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Linda L. Hansen-Kyle, MSN, CCM</td></tr><tr><td colspan="2" class="item-abstract">Introduction/Background: Nancy Diekelmann, Pamela Ironside, and other scholars have shown that the use of narrative pedagogy, which allows students to incorporate &ldquo;lived experiences&rdquo; and discussions of these experiences into the learning environment, leads to thinking like a nurse. Objective: To apply the principles of narrative pedagogy to the assimilation of the nurse role by second career students. Design: A qualitative pilot study was conducted utilizing individual written narratives and instructor guided discussions using a narrative pedagological framework. Population: Thirty foreign-trained medical students who are in a nurse education program which will lead to eligibility to take the nurse licensure exam (NCLEX) Intervention and Outcome Variables: Utilization of prior experience and application to the new nursing roles the students will assume is the expected outcome. Methods: (a)Students write individual narratives describing their viewpoint of the nursing role as it pertains to nursing diagnosis, care planning, and care delivery and apply this to a case study. (b)This is followed by the instructor guided narrative pedagological discussion groups of 8-10 students. (c)Following the discussion, the students again write individual narratives regarding how their viewpoints of nursing have or have not changed from the previous written narrative and how they would now apply this knowledge to the same case study. Findings/Implications: The narratives before and after are still being assessed. Initial findings indicate a more complete understanding of the nursing role after the guided discussion. Case studies need to be more thoroughly assessed for nurse role assimilation. This further assessment will lead to implications for practice. (Assessment will be completed by Spring 2004)</td></tr></table>en_GB
dc.date.available2011-10-26T14:12:23Z-
dc.date.issued2004-07-22en_GB
dc.date.accessioned2011-10-26T14:12:23Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.