2.50
Hdl Handle:
http://hdl.handle.net/10755/316882
Category:
Abstract
Type:
Presentation
Title:
Experiencing Narrative Pedagogy
Author(s):
Bowles, Wendy S.
Lead Author STTI Affiliation:
Non-member
Author Details:
Wendy S. Bowles, MSN, BSN, email: Wendy.Bowles@kc.edu
Abstract:

Poster presented on: Saturday, April 5, 2014, Friday, April 4, 2014

Nurses, as the largest sector of health professionals, play a pivotal role in addressing the increasing complexity of patient care in the twenty-first century.  Nurse educators are challenged to graduate students who are able to meet the diverse needs of patients, work collaboratively, and deliver safe, competent care.  The landscape of the national health care delivery system is changing as the number of patients with multiple morbidities increases.   How nurses learn to manage these conditions begins with nursing education.  The literature reflects a need for nurse educators to use pedagogies that improve clinical reasoning in a variety of patient care contexts. 

According to the literature, new nursing graduates are deficient in prioritizing care, managing multiple patients, and effective clinical decision making in their first year of nursing.  When new nursing graduates are not able to transition to practice effectively, there is an increased risk of medical errors.  The complexity of patient care is continuing to grow and these new graduates need to be able to practice safely in their first year as a nurse.  Nurse educators play an important role in graduating students who are able to make this transition and address these deficiencies. 

The importance of nurse educators using alternative pedagogies is more important now as the landscape of health care continues to change.  Nurse educators need to move away from saturating the curriculum with more content and focus on how teaching and learning are occurring.  Narrative Pedagogy offers a way for nurse educators to address the current needs of students when caring for patients with complex health conditions.  My study is exploring the Concernful Practice of Listening: knowing and connecting as a phenomenon that is considered meaningful in nursing education.  The research question I am addressing is ‘how do teachers enabling Narrative Pedagogy experience Listening: knowing and connecting’?

Keywords:
Narrative Pedagogy; Nursing education; teaching
Repository Posting Date:
13-May-2014
Date of Publication:
13-May-2014
Conference Date:
2014
Conference Name:
Nursing Education Research Conference 2014
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing; National League of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
Nursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolis
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. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published article

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleExperiencing Narrative Pedagogyen_GB
dc.contributor.authorBowles, Wendy S.en_GB
dc.contributor.departmentNon-memberen_GB
dc.author.detailsWendy S. Bowles, MSN, BSN, email: Wendy.Bowles@kc.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/316882-
dc.description.abstract<p>Poster presented on: Saturday, April 5, 2014, Friday, April 4, 2014</p>Nurses, as the largest sector of health professionals, play a pivotal role in addressing the increasing complexity of patient care in the twenty-first century.  Nurse educators are challenged to graduate students who are able to meet the diverse needs of patients, work collaboratively, and deliver safe, competent care.  The landscape of the national health care delivery system is changing as the number of patients with multiple morbidities increases.   How nurses learn to manage these conditions begins with nursing education.  The literature reflects a need for nurse educators to use pedagogies that improve clinical reasoning in a variety of patient care contexts.  <p>According to the literature, new nursing graduates are deficient in prioritizing care, managing multiple patients, and effective clinical decision making in their first year of nursing.  When new nursing graduates are not able to transition to practice effectively, there is an increased risk of medical errors.  The complexity of patient care is continuing to grow and these new graduates need to be able to practice safely in their first year as a nurse.  Nurse educators play an important role in graduating students who are able to make this transition and address these deficiencies.  <p>The importance of nurse educators using alternative pedagogies is more important now as the landscape of health care continues to change.  Nurse educators need to move away from saturating the curriculum with more content and focus on how teaching and learning are occurring.  Narrative Pedagogy offers a way for nurse educators to address the current needs of students when caring for patients with complex health conditions.  My study is exploring the Concernful Practice of <i>Listening: knowing and connecting</i> as a phenomenon that is considered meaningful in nursing education.  The research question I am addressing is ‘how do teachers enabling Narrative Pedagogy experience <i>Listening: knowing and connecting</i>’?en_GB
dc.subjectNarrative Pedagogyen_GB
dc.subjectNursing educationen_GB
dc.subjectteachingen_GB
dc.date.available2014-05-13T16:44:39Z-
dc.date.issued2014-05-13-
dc.date.accessioned2014-05-13T16:44:39Z-
dc.conference.date2014en_GB
dc.conference.nameNursing Education Research Conference 2014en_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.hostNational League of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.descriptionNursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolisen_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. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published articleen_GB
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