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Using narrative pedagogy: learning and practising interpretive thinking.

Pamela M Ironside1

  • 1Clinical Science Center, University of Wisconsin-Madison, 53792-2455, USA. pjmagnus@wisc.edu

Journal of Advanced Nursing
|July 27, 2006
PubMed
Summary
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Narrative Pedagogy in nursing education helps students develop interpretive thinking skills. This approach fosters collaborative learning, challenging assumptions to improve patient-centred care and safety.

Area of Science:

  • Nursing Education
  • Pedagogical Research
  • Qualitative Research

Background:

  • Growing international interest in discipline-specific pedagogies for contemporary practice.
  • Introduction of Lifeworld Pedagogy and Narrative Pedagogy from nursing research as alternatives to conventional methods.
  • Need for research on student experiences with new pedagogies in nursing schools.

Purpose of the Study:

  • To explicate students' experiences with Narrative Pedagogy in educational nursing courses.
  • To provide research-based evidence for pedagogical decisions in nursing education.
  • To contribute to the development of discipline-specific pedagogies.

Main Methods:

  • Hermeneutic study using interpretive phenomenology.
  • Interviews with 52 teachers and students from 22 nursing schools in the USA (2002-2005).

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  • Analysis of participant accounts by a research team.

    • Main Results:

    • The theme 'Learning and Practising Interpretive Thinking' emerged.
    • Narrative Pedagogy encourages students to challenge assumptions and interpret situations from multiple perspectives.
    • Communal interpretation pools wisdom, challenges preconceptions, and enhances patient-centred care and safety.

    Conclusions:

    • Student experiences with Narrative Pedagogy offer research-based evidence for nursing educators.
    • This study supports international efforts to develop discipline-specific pedagogies.
    • Narrative Pedagogy is a practical, student-centred approach to enhance critical thinking in nursing students.