Using the Narrative Reflective Process to explore how students learn about caring in their nursing program: an arts-informed Narrative Inquiry

Schwind, Jasna; Santa-Mina, Elaine; Metersky, Kateryna; Patterson, Erica

doi:10.1080/14623943.2015.1052385

Cited by 20 publications

(24 citation statements)

References 22 publications

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“…Person-centred care has also been explored in nursing and healthcare education (Currie et al, 2015;Schwind, Lindsay, Coffey, Morrison, & Mildon, 2014;Schwind, Santa Mina, Metersky & Patterson, 2015;Steenbergen, 2013). In an arts-informed Narrative Inquiry, Schwind et al (2014) elucidate how nursing students and nurses co-construct their knowledge, skills, and competencies in person-centred care through "exploration of experience and dialogue" (p. 1170).…”

Section: Point-of-care Nursing Leadership and Person-centred Care Researchmentioning

confidence: 99%

Perioperative nurses' experiences of point-of-care nursing leadership: a narrative inquiry

Gaudite¹

2021

Preprint

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Front line nurses are increasingly being encouraged to engage in point-of-care nursing leadership to positively influence the health of the persons in the healthcare team and the landscape within which care ensues. Using Connelly and Clandinin’s Narrative Inquiry, I explored how perioperative nurses experience point-of-care nursing leadership in the operating room (OR). My co-participants and I engaged in narrative interviews and Schwind’s Narrative Reflective Process. Participants’ stories were re-constructed and analyzed using Narrative Inquiry’s three levels of justification (personal, practical and social), through the theoretical lenses of Leadership Model and Person-Centred Nursing. Narrative patterns that emerge are: advocacy, relationships, and teaching and learning. The participants’ stories are re-presented using poetry. Implications for nursing and healthcare include a need to embody person-centred care to inform point-of-care leadership practices. A new concept of person-centred point-of-care leadership is developed for further exploration in research.

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Section: Point-of-care Nursing Leadership and Person-centred Care Researchmentioning

confidence: 99%

Perioperative nurses' experiences of point-of-care nursing leadership: a narrative inquiry

Gaudite¹

2021

Preprint

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“…Terdapat beberapa strategi untuk meningkatkan perilaku caring mahasiswa, yaitu menggunakan drama atau role play (Arveklev, et al, 2017), Clinical Caring Journaling (Kuo C, et al, 2011), Narrative Reflective Process (Schwind J, et al, 2015), caring code (Simbolon, et al, 2015) Tidak terdapat pengaruh penerapan panduan perilaku caring terhadap peningkatan perilaku caring dalam proses praktikum dapat disebabkan oleh beberapa faktor, salah satunya yaitu item pernyataan dalam kuesioner untuk proses praktikum yang kurang spesifik. Selain itu, intensitas pertemuan pada proses praktikum juga menjadi faktor yang menyebabkan tidak terdapat pengaruh penerapan panduan perilaku caring, karena pada RPS mata kuliah blok ini terdapat 4 kali pertemuan untuk praktikum di laboratorium, namun hanya ada 1 kali pertemuan, sehingga menyebabkan penerapan panduan perilaku caring pada proses praktikum menjadi tidak maksimal.…”

Section: Pendahuluanunclassified

Pengaruh Penerapan Panduan Perilaku Caring Terhadap Peningkatan Perilaku Caring Mahasiswa Di Fakultas Keperawatan Universitas Padjadjaran

Aisyah

Sriati²,

B.M.L³

2019

Jurnal Keperawatan Komprehensif (Comprehensive Nursing Journal)

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Terdapat insiden pada proses pembelajaran yaitu mahasiswa bermain smartphone dikelas, insiden tersebut mengakibatkan mahasiswa menjadi tidak menghargai, hal tersebut tidak sesuai dengan aspek caring pada penelitian. Dibutuhkan upaya untuk mengubah perilaku tersebut, yaitu menggunakan penerapan panduan perilaku caring pada proses pembelajaran. Tujuan: mengetahui adakah pengaruh penerapan panduan perilaku caring terhadap perilaku caring mahasiswa Fakultas Keperawatan UNPAD. Metode: penelitian quasy experimental, populasi penelitian yaitu 12 kelompok tutorial angkatan 2016 dan sampel terpilih 5 kelompok tutorial. Data dikumpulkan menggunakan Kuesioner Perilaku Caring dan sudah melalui proses content validity dengan uji CVI dan CVR. Hasil: seluruh kelompok berperilaku caring dalam proses tutorial maupun praktikum baik sebelum dan sesudah penerapan panduan perilaku caring dan didapatkan hasil peningkatan mean. Hasil uji statistik pada proses pembelajaran didapatkan p value = 0.004 (p < 0.05) untuk proses tutorial dan p value = 0.2854 (p > 0.05) untuk proses praktikum. Simpulan: terdapat pengaruh penerapan panduan perilaku caring dalam proses tutorial dan tidak terdapat pengaruh penerapan panduan perilaku caring dalam proses praktikum terhadap perilaku caring mahasiswa.

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“…We have conducted various Narrative Inquiry studies, with nurse-teachers (Lindsay, 2005(Lindsay, , 2006bLindsay, Kell, Ouellette & Westall, 2010;Schwind, Cameron, Franks, Graham, & Robinson, 2012;Schwind, McCay et al, 2014), with students and nurses in a variety of clinical settings (Lindsay, 2008b;Lindsay & Smith, 2003;Schwind, Zanchetta, Aksenchuk, & Gorospe, 2013;Schwind, Lindsay et al 2014;Schwind, Santa Mina, Metersky, & Patterson, 2015), and with patients in hospitals and in community (Lindsay, 2011;Schwind, Fredericks, Metersky, & Gaudite Porzuczek, 2015). Schwind's focus is illuminating the humanness of care and Lindsay's relates to showing how identity and knowledge are constructed, both relevant in professional practice and education.…”

Section: Social Justificationmentioning

confidence: 99%

Narrative Inquiry

Lindsay

Schwind

2016

Can J Nurs Res

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Narrative Inquiry is a research methodology that we adapted over the past two decades from Canadian higher education and curriculum studies to nursing research, education, and health-care practice. The Narrative Inquiry we use originated from Connelly and Clandinin in the 1990s, and rests on John Dewey's philosophy that experience is relational, temporal, and situational, and as such, if intentionally explored, has the potential to be educational. More specifically, it is only when experience is reflected upon and reconstructed that it has the potential to reveal the construction of identity, knowledge, and the humanness of care. Congruent with the expectation that nurses are reflective practitioners and knowledge-makers, Narrative Inquiry provides a means to enhance, not only quality of care, but quality of experience of those in our care: in education, our students, and in practice, our patients. In this article, we explicate how Narrative Inquiry may be lived in health-care education and practice, with a primary focus on nursing. We illuminate how we support our graduate students, the next generation of narrative inquirers, through a Narrative Inquiry Works-in-Progress group.

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Using the Narrative Reflective Process to explore how students learn about caring in their nursing program: an arts-informed Narrative Inquiry

Cited by 20 publications

References 22 publications

Perioperative nurses' experiences of point-of-care nursing leadership: a narrative inquiry

Perioperative nurses' experiences of point-of-care nursing leadership: a narrative inquiry

Pengaruh Penerapan Panduan Perilaku Caring Terhadap Peningkatan Perilaku Caring Mahasiswa Di Fakultas Keperawatan Universitas Padjadjaran

Narrative Inquiry

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