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Developing practice through the professional imagination.
Richard Winter1, Kathryn Hungerford, Claire Paget
1School of Community Health and Social Studies, Anglia Polytechnic University, Cambridge. richardwinter@wtree.u-net.com
British Journal of Community Nursing
|September 15, 2004
Summary
Community nurses can gain practical insights into their practice by writing fictional accounts from a service user
Area of Science:
- Nursing Education
- Qualitative Research
- Healthcare Professional Development
Background:
- Integrating service user perspectives is crucial for effective community nurse education.
- Traditional methods may not fully capture the nuanced reality of patient experience.
- The
- patchwork text
- assignment format was explored.
Purpose of the Study:
- To explore how fictional writing by community nurses can enhance the incorporation of service user perspectives in professional education.
- To investigate the educational value of imaginative exercises in nursing practice.
Main Methods:
- Community nurses on a professional degree course were encouraged to write fictional accounts from a service user's viewpoint.
- The
- patchwork text
- assignment format was utilized.
- Nurses' commentaries on their fictional scenarios were analyzed.
Main Results:
- Fictional accounts provided unique insights into professional issues.
- Commentaries on imagined scenarios led to practical critiques of actual nursing practice.
- This imaginative exercise offered an unexpected dimension to professional education.
Conclusions:
- Writing fiction from a service user's perspective is a valuable tool for community nurse education.
- This method facilitates a precise and practical critique of nursing practice.
- The educational potential of creative writing in healthcare professional development is significant.