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Published on: September 19, 2019
Exploring outcomes and evaluation in narrative pedagogy: An integrative review
Destiny R Brady1, Marilyn E Asselin2
1College of Nursing, University of Massachusetts, Dartmouth; Saint Anselm College, 100 Saint Anselm Drive, Box #1745, Manchester, NH 03102, USA.
Objectives:
To identify narrative pedagogy learning outcomes and evaluation methods used for pre-licensure nursing students. Recommend areas for expanding narrative pedagogy research.
Design:
An integrative review using a modified version of Cooper's 1998 framework, as described by Whittemore and Knafl (2005).
Data Sources:
A computer-assisted search of the literature from 1995 to 2015 was performed using the search terms narrative pedagogy and nursing. Databases included the Cumulative Index to Nursing and Allied Health Literature, Academic Search Premier, Educational Resources Information Center, Educational Research Complete, Medline, PsychArticles, PsychINFO, and the Teacher Reference Center. Ancestry searches led to the inclusion of additional articles.
Review Methods:
Twenty-six texts met the criteria for full review and were evaluated for methodological rigor and relevance to the review aims. Nine articles achieved an acceptable quality score and were used for thematic analysis.
Results:
Learning outcomes associated with narrative pedagogy were grouped into five themes: thinking, empowerment, interconnectedness, learning as a process of making meaning, and ethical/moral judgment. Multiple methods of evaluation are necessary to evaluate these learning outcomes.
Conclusions:
Narrative pedagogy may be a beneficial philosophical approach to teaching. However, at this time, there is insufficient evidence to recommend its universal adoption. It is too broad in its approach to reliably measure its effectiveness. Future research should examine the effectiveness of specific teaching strategies to promote desired learning outcomes.
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