Storytelling as a portal to deeper wisdom in the curriculum studies of education and nursing

Abstract

Purpose The purpose of this paper is to explore storytelling in post-secondary instruction and to reflect upon the authors’ experiences as instructors in two diverse areas of study. Both nursing and education promote a theory-based approach that is disconnected from the practical application of skills required. Design/methodology/approach The authors propose that using storytelling in the undergraduate classroom promotes an emotional engagement with the material, creates authentic human connections and demonstrates a practical application of content. The sharing of personal narratives creates a portal through which we understand the meaningful human element of the work, and the collective essence of our world. The authors believe that these outcomes are essential for the development of an empathetic and compassionate professional who understands the significance of the emotional, social and cognitive component of holistic learning that is required for the eventual acquisition of mastery in our disciplines. Findings Based on the authors’ experiences, the authors have found that storytelling creates a bridge between the curriculum theory and the implementation of that theory in the living world within the respective disciplines. Practical implications As instructors at the University of Calgary, in the Faculty of Education and Nursing, the authors see many intersections in the work and the instructional methodologies that the authors implement in the undergraduate classrooms to allow for authentic learning experiences. These cross-curricular connections have caused us to reflect on the use of storytelling in the humanities to promote emotions, create connections and demonstrate a practical and authentic application of theoretic concepts in both the undergraduate education and nursing programs. Originality/value This is an original piece of duo-ethnographic work composed by two researchers who were reflecting on praxis.

Storytelling: Manifesting Integral Interconnectedness in Holistic Nursing Education

“…The use of storytelling is common in nursing education (Holmes & Sealock, 2019). Story is preparation for learning, creating excitement, momentum, and connecting the student to new ideas that can be revisited later, as needed (MacDonald et al, 2013).…”

“…Related to the concept of storytelling, there is neuroimaging evidence that reading a novel resulted in significantly increased connectivity in brain areas associated with perspective-taking and story comprehension (Berns et al, 2013). When holistic educators engage in storytelling, it is thought that “new pathways are created as we begin to develop the skills of empathy and compassion for others, the domain of the pre-frontal cortex” (Holmes & Sealock, 2019).…”

Using Clinical Narratives in Program and Curriculum Evaluation

“…Second, clinical narratives provide concrete and easily digestible examples of changed practice that can be viewed as an exemplar [8]. Finally, clinical narratives are an important part of nursing culture and a primary way nurses communicate knowledge, experience, and practice [9][10][11].…”