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A Critical Hermeneutic Analysis of Presence in Nursing Practice
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Humanities 2016, 5(1), 16;

Enabling Narrative Pedagogy: Listening in Nursing Education

College of Nursing, The Ohio State University, 398 Newton Hall, 1585 Neil Ave., Columbus, OH 43210, USA
Academic Editors: Sara Horton-Deutsch and Pamela Ironside
Received: 30 November 2015 / Revised: 10 February 2016 / Accepted: 18 February 2016 / Published: 24 February 2016
(This article belongs to the Special Issue Humanities in Health Professions Education and Practice)
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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. View Full-Text
Keywords: nursing education; narrative pedagogy; hermeneutic phenomenology; teaching nursing education; narrative pedagogy; hermeneutic phenomenology; teaching
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

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Bowles, W. Enabling Narrative Pedagogy: Listening in Nursing Education. Humanities 2016, 5, 16.

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