2.50
Hdl Handle:
http://hdl.handle.net/10755/308134
Category:
Abstract
Type:
Presentation
Title:
Co-creating Learning: Narrative Pedagogy in Action
Author(s):
Ironside, Pamela
Lead Author STTI Affiliation:
alpha
Author Details:
Pam Ironside, PhD, RN, FAAN, ANEF, pairons@iupui.edu
Abstract:

Session presented on: Monday, November 18, 2013

Diekelmann discovered narrative Pedagogy, a research-based, phenomenological pedagogy, during a longitudinal study of the experiences of nursing students, teachers, and clinicians. Narrative Pedagogy is a way of thinking about nursing education and practice with students and teachers, and of communally and collaboratively exploring new possibilities for improving Schools of Nursing and the care being learned and provided. Teachers enact Narrative Pedagogy by co-creating experiences in which to think together with students and to seek new ways to understand their experiences. In this way, teachers’ and students’ attention shifts from the content being presented and memorized to developing interpretive skills and engaging in questioning inherited practices and processes in nursing.

With Narrative Pedagogy, teachers focus on engaging students in understanding a situation, the assumptions they are making about it, and what might be wrong with the typical or habitual way of responding. Students and teachers consider the context in which the question came up and the options for care that are and are not relevant, safe, appropriate, or desirable in a specific situation or across several situations. Because the use of Narrative Pedagogy is contextual through and through, the complexity of the practice (and patient situations) students encounter is central to the dialogue. Indeed, without understanding the context of the experience, the experience cannot be understood at all.

This presentation will focus on ways teachers can enact Narrative Pedagogy in their classroom and clinical courses. Emphasis will be on cultivating multiperspectival thinking and creating communities for learning within Schools of Nursing.

Keywords:
communities for learning; Reflection; narrative pedagogy
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleCo-creating Learning: Narrative Pedagogy in Actionen_GB
dc.contributor.authorIronside, Pamelaen_GB
dc.contributor.departmentalphaen_GB
dc.author.detailsPam Ironside, PhD, RN, FAAN, ANEF, pairons@iupui.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308134-
dc.description.abstract<p>Session presented on: Monday, November 18, 2013</p>Diekelmann discovered narrative Pedagogy, a research-based, phenomenological pedagogy, during a longitudinal study of the experiences of nursing students, teachers, and clinicians. Narrative Pedagogy is a way of thinking about nursing education and practice <i>with</i> students and teachers, and of communally and collaboratively exploring new possibilities for improving Schools of Nursing and the care being learned and provided. Teachers enact Narrative Pedagogy by co-creating experiences in which to think together with students and to seek new ways to understand their experiences. In this way, teachers’ and students’ attention shifts from the content being presented and memorized to developing interpretive skills and engaging in questioning inherited practices and processes in nursing. <p>With Narrative Pedagogy, teachers focus on engaging students in understanding a situation, the assumptions they are making about it, and what might be wrong with the typical or habitual way of responding. Students and teachers consider the context in which the question came up and the options for care that are and are not relevant, safe, appropriate, or desirable in a specific situation or across several situations. Because the use of Narrative Pedagogy is contextual through and through, the complexity of the practice (and patient situations) students encounter is central to the dialogue. Indeed, without understanding the context of the experience, the experience cannot be understood at all. <p>This presentation will focus on ways teachers can enact Narrative Pedagogy in their classroom and clinical courses. Emphasis will be on cultivating multiperspectival thinking and creating communities for learning within Schools of Nursing.en_GB
dc.subjectcommunities for learningen_GB
dc.subjectReflectionen_GB
dc.subjectnarrative pedagogyen_GB
dc.date.available2013-12-19T17:27:21Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:27:21Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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