Narratives in student nurses' knowledge development: A hermeneutical research study

Alteren, Johanne

doi:10.1016/j.nedt.2019.01.015

Cited by 7 publications

(6 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some authors [ 3 , 8 ] had already reflected on the usefulness of the journal as a method for venting and expressing feelings and for stimulating personal growth during the process of becoming a nurse [ 13 , 28 ]. Moreover, writing can be considered a therapeutic tool, in the same way as it is for patients admitted to ICU [ 29 ], and it can be useful for nursing students facing stressful situations such the emergency department and ICU [ 30 , 31 ].…”

Section: Discussionmentioning

confidence: 99%

Nursing Students’ Experiences of Clinical Practices in Emergency and Intensive Care Units

González‐García

Lana

Zurrón-Madera

et al. 2020

IJERPH

View full text Add to dashboard Cite

Clinical practices are key environments for skill acquisition during the education of nursing students, where it is important to encourage reflective learning. This study sought to explore the experience of final year nursing students during their clinical placement in emergency and intensive care units and to identify whether differences exist between female and male students. Using qualitative methodology, a documentary analysis of 28 reflective learning journals was carried out at a public university in Northern Spain. Four themes were identified: “an intense emotional experience”, “the importance of attitudes over and above techniques”, “identifying with nurses who dominate their environment and are close to the patient in complex and dehumanized units” and “how to improve care in critically ill patients and how to support their families”. The female students displayed a more emotional and reflective experience, with a strong focus on patient care, whereas male students identified more with individual aspects of learning and the organization and quality of the units. Both male and female students experienced intense emotions, improved their learning in complex environments and acquired attitudes linked to the humanization of care. However, the experience of these clinical rotations was different between female and male students.

show abstract

Section: Discussionmentioning

confidence: 99%

Nursing Students’ Experiences of Clinical Practices in Emergency and Intensive Care Units

González‐García

Lana

Zurrón-Madera

et al. 2020

IJERPH

View full text Add to dashboard Cite

show abstract

“…5 Murphy et al 22 reported that narratives were more effective at increasing cervical cancer-related knowledge than nonnarrative health communication interventions in a Latina population, and Moran et al 23 reported that the narrative health education film produced greater human papillomavirus (HPV)-related knowledge gains than a non-narrative film. Alteren 24 argued that narratives were useful in the development of knowledge in clinical training. This was consistent with the work of Kilaru et al 25 that compared the ability of an evidence-based narrative and a traditional summary to increase recall of opioid prescribing guidelines.…”

Section: Knowledgementioning

confidence: 99%

Do Personal Stories Make Patient Decision Aids More Effective? An Update from the International Patient Decision Aids Standards

et al. 2021

View full text Add to dashboard Cite

Background This article evaluates the evidence for the inclusion of patient narratives in patient decision aids (PtDAs). We define patient narratives as stories, testimonials, or anecdotes that provide illustrative examples of the experiences of others that are relevant to the decision at hand. Method To evaluate the evidence for the effectiveness of narratives in PtDAs, we conducted a narrative scoping review of the literature from January 2013 through June 2019 to identify relevant literature published since the last International Patient Decision Aid Standards (IPDAS) update in 2013. We considered research articles that examined the impact of narratives on relevant outcomes or described relevant theoretical mechanisms. Results The majority of the empirical work on narratives did not measure concepts that are typically found in the PtDA literature (e.g., decisional conflict). Yet, a few themes emerged from our review that can be applied to the PtDA context, including the impact of narratives on relevant outcomes (knowledge, behavior change, and psychological constructs), as well as several theoretical mechanisms about how and why narratives work that can be applied to the PtDA context. Conclusion Based on this evidence update, we suggest that there may be situations when narratives could enhance the effectiveness of PtDAs. The recent theoretical work on narratives has underscored the fact that narratives are a multifaceted construct and should no longer be considered a binary option (include narratives or not). However, the bottom line is that the evidence does not support a recommendation for narratives to be a necessary component of PtDAs.

show abstract

“…The students agreed that they would use their experience in their future nursing work and suggested that the course should be made compulsory for all nursing students. Both Alteren [15] and Piekut [37] argued that narratives are a medium for reflection and learning in social and cultural communities. In the present study, narratives seem to have mediated the participants' knowledge and enhanced their understanding of eldercare in a meaningful context in the following ways; firstly, by listening to the elderly patients' narratives and reflecting on data; secondly, by using data from the narratives in a clinical activity about clinical decision making and clinical leadership and retelling the narratives to other students, preceptors and lecturers.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, Salin et al [12] suggested to make elderly care more appealing to the students by offering lectures imparted by experts and by moving teaching in gerontological nursing away from the classroom and into the clinical setting where caring for older people takes place. Alteren, [15] Beard and Morote [16] studied whether narratives were useful in the development of nursing students' knowledge. The study of Beard and Morote showed that learning occurred owing to the use of narrative pedagogy.…”

Section: Introductionmentioning

confidence: 99%

“…The study of Beard and Morote showed that learning occurred owing to the use of narrative pedagogy. Alteren [15] also investigated the use of narratives in clinical courses and concluded that it was possible to use narratives to increase nursing students' knowledge in clinical placements as the narratives trigger reflections and because the students' decisions and actions were made evident through the narratives. Both Scheel [25] and Benner et al [23] argue that patient narratives are important for clinical judgements.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Nursing students’ learning to involve elderly patients in clinical decision making – The student perspective

Nielsen¹,

Henriksen²

2022

JNEP

View full text Add to dashboard Cite

The increasing number of elderly people in the population triggers a need for more nurses in the eldercare services. Therefore, a need exists to encourage nursing students’ interest in eldercare. International research found both positive and negative attitudes towards eldercare. The challenge is to facilitate students’ learning about and interest in geriatric care. This study aimed to investigate whether listening to older patients’ narratives may facilitate nursing students’ competencies related to and their interest in eldercare. A phenomenological-hermeneutic approach was employed to investigate whether an intervention in which nursing students conduct narrative interviews with older patients may promote their competencies to involve these patients in their own care while concurrently enhancing their interest in eldercare. New knowledge was generated through the interpretation of transcribed narrative interviews with the students conducted before and after the intervention. Four themes emerged: the significance of the narrative for the patient-nurse relation, for involving patients in clinical decision making, for person-centred care and for students’ interest in eldercare. The students valued the impact of the narrative interview. After the interview, they experienced a better patient-nurse relation and they found that it was easier to involve elderly patients in clinical decisions and to provide person-centred care. Students expressed a more positive interest in eldercare. This research addresses geriatric care, as it conveys experiences with the use of narratives to facilitate students' learning about eldercare.

show abstract

Narratives in student nurses' knowledge development: A hermeneutical research study

Cited by 7 publications

References 15 publications

Nursing Students’ Experiences of Clinical Practices in Emergency and Intensive Care Units

Nursing Students’ Experiences of Clinical Practices in Emergency and Intensive Care Units

Do Personal Stories Make Patient Decision Aids More Effective? An Update from the International Patient Decision Aids Standards

Nursing students’ learning to involve elderly patients in clinical decision making – The student perspective

Contact Info

Product

Resources

About