Teaching thoughtful practice: narrative pedagogy in addictions education

Area of Science:

• Nursing Education
• Medical Humanities
• Healthcare Pedagogy

Background:

• Rapid advancements in healthcare necessitate skilled practitioners.
• Traditional education often prioritizes technical skills and evidence-based practice (EBP).
• Complex healthcare situations demand more than didactic knowledge, requiring critical thinking and thoughtfulness.

Purpose of the Study:

• To explore the utility of interpretive educational methods in nursing curricula.
• To demonstrate how narrative pedagogy can cultivate judgment-based practice.
• To promote the integration of thoughtful care alongside evidence-based practice.

Main Methods:

• Describing and interpreting a narrative approach to addictions content.
• Utilizing observations and field notes to document the pedagogical process.
• Presenting a model for introducing interpretive pedagogies into nursing education.

Main Results:

• Narrative pedagogy offers a framework for teaching thoughtful practice.
• Interpretive methods can be effectively integrated into nursing curricula.
• The approach supports the development of judgment-based care.

Conclusions:

• Interpretive educational methods, particularly narrative pedagogy, are valuable for nursing education.
• These methods foster essential skills for navigating complex healthcare environments.
• Encouraging thoughtful practice and judgment is crucial for quality patient care.