Enabling Narrative Pedagogy
Listening in Nursing Education
Bibliographic Data
| ID | 20249042 |
|---|---|
| Authors | Wendy Bowles (0000-0001-6946-3140, The Ohio State University, corresponding author) |
| Year | 2016 |
| Volume | 5 |
| Issue | 1 |
| Pages | 16 |
| Publication date | 2016-02-24 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Humanities (JOURNAL) |
| Journal identifiers | ISSN: 2076-0787 • E-ISSN: 2076-0787 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/h5010016 |
| OpenAlex | W2285272650 |
| Language | EN |
| References cited | 20 |
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
Active listening · Narrative · Narrative inquiry · Nurse education · Nurse educator · Nursing research · Pedagogy · Communication in Education and Healthcare · Education and Critical Thinking Development · Empathy and Medical Education · Medicine · Nursing · Psychology
| Highly cited | No |
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