Enabling Narrative Pedagogy: Listening in Nursing Education
Abstract
:1. Introduction
2. Methods
3. Results
3.1. Listening as Dialogue
The students read an article; another classic from the 80’s called White Privilege and the author lists out twenty-six items of privilege that she had identified as a white woman…the directions of the paper [were to] think of a role that you or one of the cultures you are a part of that grant you privilege and name that...So talking about privilege and power is a really sensitive issue. White people tend to say it wasn’t something that I asked for; it isn’t something that I want, and so I don’t have it. Well, this past week in class a woman that…grew up in Kenya…was the first person to talk and that was the first time in three weeks that she’s said more than a couple of sentences at a time…She [student] started talking and had a five-minute, almost a soliloquy about the difficult topic of power and privilege and how unless you are a person of a different color you don’t understand that…Interviewer: How did the students respond to her?That was really interesting. There was silence a little bit afterwards…. And a student, sort of leaning [forward], very thoughtfully said, “Wow, I hadn’t really thought about it like that before.” And so when that student said that it really opened up a lot of other students started talking a lot, kind of the same thing, and it was a very rich discussion, very rich.
It gave me chills…and I mean, the really cool thing is when students nail it, they do the teaching and all I have to do is sit back, let it happen and just maybe ask a few questions or if I know who seems to be hesitant to speak up and has something to say and [while] not just calling on someone arbitrarily, but picking somebody out and saying, “Well, John, what do you think about that? How did what Susie said; what are you thinking about that?” And also then saying, “that’s okay Amy you really don’t have to say anything.” You know if you get that sense that you’ve stepped in too far and somebody is not willing or able to speak up you just have to back out and do it in a respectful way so that then it maintains that safety, that sense of preserving students’ personhood.
…I could say when we cover a topic like fluid and electrolytes, I think it gets a little, I don’t know, it gets a combination of boring, or I’m a little over their heads [students’], which I try not to be. I haven’t figured out a way to present fluid and electrolytes without slides. We do a lot of definitions and we do case studies, but I go through the broad strokes about sodium and potassium, all of that with slides. And it’s dry and it’s boring. I think my stress levels are up because I know fluid and electrolytes, but I don’t love them. I think because I don’t love the content, it’s just bad all around…it’s palpable in the classroom and I lose them a little.Interviewer: When you say you lose them a little, how do you determine that? When do you know you lost them?I think that when they’re not engaged, like when I ask a question, no one raises their hand, or they are still continuing to talk to one another [while I’m presenting]. I’ll ask simple things, like what’s the definition of hypokalemia; it’s really just knowing suffixes and prefixes, things like that. I think they’re simple; then again, it’s based on thinking that the students are prepared for class. Have they done any reading or are we starting fresh? But usually it’s when you ask a question and you kind of get a blank stare. [Or when there’s] not a lot of participation because my classes are usually participative, I don’t want to do all the talking, I want to hear what they have to say. So I do ask a lot of questions and try to engage what they know to bring it into the conversation.
The woman [patient] had talked about how she was having screening for fetal abnormalities and she talked about if her baby did have an abnormality then she would consider terminating the pregnancy. So the students had been discussing this afterwards [in class] and one student said well, “that was just so out there because my family, my friends would never do that. If we had a baby with an abnormality, we would just have it and love it.” So she [student] said, “I [student] was surprised at what she [woman] said and then I was surprised at how I was feeling. I [student] was surprised that I felt that way because I didn’t think I would feel that way. I thought that whatever a woman did would be absolutely fine.” So she [student] was actually able to verbalize through that dialogue and the reflection on the dialogue to actually realize something about herself and her own beliefs. I think anyone, any health professional, that’s absolutely crucial, isn’t it? Because you have to really acknowledge your own beliefs and okay, that’s my belief system, that’s my culture, that’s the way my family does it, but others have different ways of dealing with these issues. As a professional, you have to acknowledge your own beliefs, put them to one side…I thought that was a really good thing to happen through dialogue and could all be verbalized and then hopefully when she goes into practice, she can just put that in the back of her mind. It’s not going to come bubbling up again.
3.2. Discussion
4. Conclusions
Acknowledgments
Conflicts of Interest
References
- Institute of Medicine. The Future of Nursing: Leading Change, Advancing Health. Washington: The National Academies Press, 2011. [Google Scholar]
- John Diekelmann, and Nancy Diekelmann. Schooling, Learning, Teaching. New York and Bloomington: iUniverse, 2009. [Google Scholar]
- Sylvia T. Brown, Mary K. Kirkpatrick, Dana Mangum, and Jeanette Avery. “A review of narrative pedagogy strategies to transform traditional nursing education.” Journal of Nursing Education 47 (2008): 283–86. [Google Scholar] [CrossRef] [PubMed]
- Karen A Brykczynski. “Teachers as researchers: A narrative pedagogical approach to transforming a graduate family and health promotion course.” Nursing Education Perspectives 33 (2012): 224–28. [Google Scholar] [CrossRef] [PubMed]
- Linda L. Burke, and Margaret G. Williams. “Celebrating a commitment to care: Building concernful practices among practitioners.” The Journal of Nursing Education 50 (2011): 51–54. [Google Scholar] [CrossRef] [PubMed]
- Maureen Capone. The Perceptions of Dental Hygiene Students Regarding the Use of Narrative Pedagogy in Dental Hygiene Curriculum. Oakdale and New York: BiblioBazaar, 2010. [Google Scholar]
- Bonnie Ewing, and Marie Hayden-Miles. “Narrative pedagogy and art interpretation.” Journal of Nursing Education 50 (2011): 211. [Google Scholar] [CrossRef] [PubMed]
- Priscilla K. Gazarian. “Digital stories: Incorporating narrative pedagogy.” Journal of Nursing Education 49 (2010): 287–90. [Google Scholar] [CrossRef] [PubMed]
- Pamela M. Ironside. “Enabling narrative pedagogy: Inviting, waiting, and letting be.” Nursing Education Perspectives 35 (2014): 212–18. [Google Scholar] [CrossRef] [PubMed]
- Pamela M. Ironside. “Narrative pedagogy: Gathering our collective wisdom to transform nursing education.” In Paper presented at the International Narrative Pedagogy Conference, Farmingdale, NY, USA, 5–7 June 2013.
- Melinda M. Swenson, and Sharon L. Sims. “Toward a narrative-centered curriculum for nurse practitioners.” Journal of Nursing Education 39 (2000): 109–15. [Google Scholar] [PubMed]
- Pamela M. Ironside. “Narrative pedagogy: Transforming nursing education through 15 years of research.” Nursing Education Perspectives 36 (2015): 83–88. [Google Scholar] [CrossRef]
- Pamela M. Ironside. “Using narrative pedagogy: Learning and practising interpretive thinking.” Journal of Advanced Nursing 55 (2006): 478–86. [Google Scholar] [CrossRef] [PubMed]
- Margaret McAllister, Tracey John, Michelle Gray, Leonie Williams, Margaret Barnes, Janet Allan, and Jennifer Rowe. “Adopting narrative pedagogy to improve the student learning experience in a regional australian university.” Contemporary Nurse 32 (2009): 156–65. [Google Scholar] [CrossRef] [PubMed]
- Kelly A. Rocca. “Student participation in the college classroom: An extended multidisciplinary literature review.” Communication Education 59 (2010): 185–213. [Google Scholar] [CrossRef]
- Jeanette Rossetti, and Patricia G Fox. “Factors related to successful teaching by outstanding professors: An interpretive study.” The Journal of Nursing Education 48 (2009): 11–16. [Google Scholar] [CrossRef] [PubMed]
- John Seely Brown, and Richard P. Adler. “Minds on fire: Open education, the long tail, and learning 2.0.” EDUCAUSE Review 43 (2008): 16–32. [Google Scholar]
- Roger H. Bruning, Gregory J. Schraw, and Monica M. Norby. Cognitive Psychology and Instruction. Boston: Allyn & Bacon/Pearson, 2011. [Google Scholar]
- Uschi Felix. “E-learning pedagogy in the third millennium: The need for combining social and cognitive constructivist approaches.” ReCALL 17 (2005): 85–100. [Google Scholar] [CrossRef]
- Etienne Wenger. Communities of Practice: Learning, Meaning, and Identity. Cambridge and New York: Cambridge University Press, 1998. [Google Scholar]
- Patricia Benner. Interpretive Phenomenology: Embodiment, Caring, and Ethics in Health and Illness. Thousand Oaks: Sage Publications, 1994. [Google Scholar]
- Janice D. Crist, and Christine A. Tanner. “Interpretation/analysis methods in hermeneutic interpretive phenomenology.” Nursing Research 52 (2003): 202–5. [Google Scholar] [CrossRef] [PubMed]
- Ingegerd Fagerberg, and Astrid Norberg. “‘Learning by doing’—Or how to reach an understanding of the research method phenomenological hermeneutics.” Nurse Education Today 29 (2009): 735–39. [Google Scholar] [CrossRef] [PubMed]
- Karen Parsons. “Issues in research. Exploring how heideggerian philosophy underpins phenomenolgical research.” Nurse Researcher 17 (2010): 60–69. [Google Scholar] [CrossRef] [PubMed]
- Elizabeth A. Smythe, Pamela M. Ironside, Sharon L. Sims, Melinda M. Swenson, and Deborah G. Spence. “Doing heideggerian hermeneutic research: A discussion paper.” International Journal of Nursing Studies 45 (2008): 1389–97. [Google Scholar] [CrossRef] [PubMed]
- Hans-Georg Gadamer. Gadamer: Truth and Method. New York: Continuum, 2004. [Google Scholar]
- Martin Heidegger. Being and Time. New York: Harper, 1962. [Google Scholar]
- Gweneth Hartrick Doane, and Helen Brown. “Recontextualizing learning in nursing education: Taking an ontological turn.” Journal of Nursing Education 50 (2011): 21–26. [Google Scholar] [CrossRef] [PubMed]
- Nel Noddings. Caring: A Feminine Approach to Ethics and Moral Education. Berkeley: University of California Press, 2003. [Google Scholar]
© 2016 by the author; licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons by Attribution (CC-BY) license (http://creativecommons.org/licenses/by/4.0/).
Share and Cite
Bowles, W. Enabling Narrative Pedagogy: Listening in Nursing Education. Humanities 2016, 5, 16. https://doi.org/10.3390/h5010016
Bowles W. Enabling Narrative Pedagogy: Listening in Nursing Education. Humanities. 2016; 5(1):16. https://doi.org/10.3390/h5010016
Chicago/Turabian StyleBowles, Wendy. 2016. "Enabling Narrative Pedagogy: Listening in Nursing Education" Humanities 5, no. 1: 16. https://doi.org/10.3390/h5010016
APA StyleBowles, W. (2016). Enabling Narrative Pedagogy: Listening in Nursing Education. Humanities, 5(1), 16. https://doi.org/10.3390/h5010016