Enabling Narrative Pedagogy: Listening in Nursing Education

Abstract

Abstract:The role of the nurse has become considerably more demanding in the past twenty years through increased complexity of patient care within a rapidly changing health care environment. Research is needed to expand the pedagogical literacy of nurse educators and address the needs of students entering a complex health care system. Narrative Pedagogy was identified as a research-based nursing pedagogy and has been enabled in nursing education for over a decade. The Concernful Practices emerged from Narrative Pedagogy research, which helped identify what teachers, students, and clinicians considered meaningful in teaching. Listening was one of the Concernful Practices and became the focus of this study. This hermeneutic phenomenological study provided new understandings of the experience of listening in nursing education. The research question addressed "How do nurse educators who enable Narrative Pedagogy experience Listening: knowing and connecting?" One of the themes, Listening as Dialogue, emerged from the study and included ways nurse educators can open and interpret a dialogue, shift the way they think about teaching, and make connections with students.

Women’s Experiences of Their First Pelvic Exam: An Arts-Informed Narrative Inquiry

“…The narratives of this study may serve as a launching point for exploration, critical dialogue and reflection for healthcare provider students as they learn to provide health assessments and intimate care for their patients. Such use of the study's narratives may thus contribute toward the emergence of narrative pedagogy (Bowles, 2016).…”

“…This inquiry also informs healthcare education. Using narrative pedagogy (Bowles, 2016), the experiences presented in this inquiry may inform how students learn health assessment, particularly of women. Theoretical courses need to include research that encourages deeper understanding of women's issues and perspectives, and especially the value of empathy, trust and voice, as well as the underlying concept that connects them all: respect.…”

Graduate Nurse Educator Students’ Perceptions of the Use of Narrative Pedagogy in Online Learning: A Pilot Study

“…During the first three weeks of the asynchronous online class, students reviewed diverse reading materials on NP (e.g., Bowles, 2016;Diekelmann, 2003;Ironside, 2014Ironside, , 2015. In the fourth week, students responded to the following discussion questions: 1) Based on your reading/reflection, how would you answer someone who asked, "Can you tell me about enabling narrative pedagogies for online nursing education?"…”

“…With NP, the focus on both instructor and student reflection is an effective tool for online discussions. Students are encouraged to share experiences through the use of concernful practices (CPs) to illustrate issues pertinent to the question (Bowles, 2016). CPs include “presencing, assembling, gathering, caring, listening, interpreting, inviting, questioning, retrieving places, and preserving” (Ironside, 2015, p. 84).…”

Digital story telling in social justice nursing education

“…Listening is identified as one of several “Concernful Practices of Nurses” (Diekelmann & Diekelmann, in Bowles, , p. 2) and central to the process of narrative pedagogy. Listening and promoting responsive dialog can offer a learning experience that enhances understanding of content (Bowles, ), offers collective and individual meaning making, and provides an opportunity to promote the skills of social justice leadership. The attributes of social justice leadership in nursing include reflection and action on the “personal, interpersonal, communal, systemic and ecological dimensions” of practice (Furman, , p. 205).…”