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Biomedical subjects

Pamela M Ironside

Publications and source records attributed to Pamela M Ironside.

11 recordsLinked to original sources
PubMed2006

Using narrative pedagogy: learning and practising interpretive thinking.

AIM: This paper reports a hermeneutic study undertaken to explicate students' experiences in educational courses in which teachers enact Narrative Pedagogy. BACKGROUND: International interest in developing and implementing discipline-specific pedagogies is becoming commonplace as teachers respond to the challenges of preparing students for contemporary practice. Lifeworld Pedagogy, developed in Scandinavia, and Narrative Pedagogy, developed in the United States of America, Canada and New Zealand, are two approaches developed from nursing research for nursing education that provide teachers with research-based alternatives to conventional pedagogy. Further research is needed, however, that addresses how new pedagogies are experienced in schools of nursing. METHOD: Teachers and students from 22 schools of nursing in the United States of America were interviewed over a 4-year period between 2002 and 2005. Using interpretive phenomenology as the philosophical background and Heideggerian hermeneutics as the method, accounts from 52 participants were analysed by a research team. FINDINGS: The theme Learning and Practising Interpretive Thinking reveals how reform is occurring in schools of nursing that use Narrative Pedagogy. It documents how Narrative Pedagogy helps students challenge their assumptions and think through and interpret situations they encounter from multiple perspectives. Findings suggest that by focusing teachers' and students' attention on thinking and interpreting as communal experiences, interpretive pedagogies such as Narrative Pedagogy engage teachers and students in pooling their wisdom, challenging their preconceptions, envisioning new possibilities for providing care and engaging with others to ensure patient-centred care and safety. CONCLUSION: By documenting students' experiences in courses in which Narrative Pedagogy is used, this study provides teachers with research-based evidence to guide their pedagogical decisions. It extends international efforts to develop discipline-specific pedagogies and offers a practical, student-centred approach teachers can use to enhance students' thinking.

Education, Nursing↗
PubMed2005

Teaching thinking and reaching the limits of memorization: enacting new pedagogies.

Contemporary practice environments are complex and require students and new graduates to possess high-level thinking capabilities to ensure patient safety and quality of care. To achieve this goal, many nurse educators are exploring new pedagogies (critical, feminist, phenomenological, and postmodern) to teach students the practices of thinking that contemporary clinical situations demand. These new pedagogies offer alternatives to the predominant use of conventional pedagogies, which emphasize students' memorization of content and its subsequent application in practice situations. This study, using Heideggerian hermeneutics, documents how teachers are using new pedagogies in ways that shift their attention to teaching thinking and away from devising strategies to help students memorize and apply more content. One of the themes that emerged from this study, Teaching Thinking and Reaching the Limits of Memorization, and two subthemes, Thinking AS Memorization and Recall, and Beyond Memorization: Thinking in Context are presented.

Education, Nursing↗
PubMed2004

"Covering content" and teaching thinking: deconstructing the additive curriculum.

For more than 25 years, reliance on conventional pedagogy has led nurse educators to persistently focus on what students need to learn to enter contemporary practice settings. Therefore, as biomedical and nursing knowledge grows and the health care system in which students will practice becomes increasingly complex, content is persistently added to nursing curricula, while little is taken out. An underlying assumption of this approach is that if important content is "covered," thinking necessarily follows. This study, using Heideggerian hermeneutics, examines the relationship between covering content and thinking by explicating the common experiences of teachers enacting interpretive pedagogies. One of the themes that emerged from this analysis is presented: "Covering Content" and Teaching Thinking: Deconstructing the Additive Curriculum.

Attitude of Health Personnel↗
PubMed2003

Experiencing chronic illness: cocreating new understandings.

This study was conducted as part of a research course in which new partnerships with area citizens and community-driven programs of research were developed. Working together, the teachers, students, and citizens were able to document their practical knowledge through conducting a study of the lived experiences of chronic illness using Heideggerian hermeneutical phenomenology. The pattern, Experiencing Chronic Illness: Cocreating New Understanding, and three themes emerged during the analysis of the data (a) focusing on functional status doesn't adequately account for the experience of chronic illness, (b) decentering the focus on the treatment of symptoms makes way for equally important discussions of meaning making in the context of chronic illness, and (c) the objectified language of healthcare covers over how chronic illness is experienced.

Adaptation, Psychological↗
PubMed2003

New pedagogies for teaching thinking: the lived experiences of students and teachers enacting narrative pedagogy.

The need to prepare students for a rapidly changing health care system sustains teachers' interest in developing students' thinking abilities at all levels of nursing education. Although significant effort has been directed toward developing efficient and effective strategies to teach thinking, this study explores the underlying assumptions embedded in any approach to teaching and learning and how these assumptions influence students' thinking. This study, using Heideggerian hermeneutics, explored how teachers and students experience enacting a new pedagogy, Narrative Pedagogy, and this article explains how enacting this pedagogy offers new possibilities for teaching and learning thinking. Two themes emerged from this analysis and are discussed: Thinking as Questioning: Preserving Perspectival Openness and Practicing Thinking: Preserving Fallibility and Uncertainty.

Education, Nursing↗
PubMedDate not supplied

Cultivating interpretive thinking through enacting narrative pedagogy.

Teachers and educational researchers in nursing have persisted in their attempts to teach students critical thinking and to evaluate the effectiveness of these efforts. Yet, despite the plethora of studies investigating critical thinking, there is a paucity of research providing evidence that teachers' efforts improve students' thinking. The purpose of this interpretive phenomenological study is to explicate how students' thinking can be extended when teachers use Narrative Pedagogy. Specifically, the theme Cultivating Interpretive Thinking refers to how teachers' use of Narrative Pedagogy moves beyond the critical thinking movement's emphasis on analytical thinking (i.e., problem solving). Cultivating Interpretive Thinking offers an innovative approach for teaching and learning thinking that attends to students' embodied, reflective, and pluralistic thinking experiences. Teachers who cultivate interpretive thinking add complexity to students' thinking to better prepare them for challenging, complex, and unpredictable clinical environments.

Attitude of Health Personnel↗
PubMedDate not supplied

Trying something new: Implementing and evaluating narrative pedagogy using a multimethod approach.

To meet the challenges of rapidly changing health care systems, teacher-scholars are rethinking conventional approaches to education and developing new pedagogies that offer new ways of thinking about and using current approaches. The practices, strategies, and assumptions of teaching and learning that are now taken for granted are being challenged, critiqued, and deconstructed with these new approaches. There are very few studies in the higher education or nursing literature that evaluate these pedagogies in actual classroom situations. This article reports the findings of a multimethod study that was developed to document how to implement an alternative pedagogy to develop new partnerships among teachers and students, how implementation is experienced by the teacher and students, and how Narrative Pedagogy influenced students' perceptions of the classroom learning climate.

Education, Nursing↗
PubMedDate not supplied

Working together, creating excellence: the experiences of nursing teachers, students, and clinicians.

This study, conducted to inform the development and implementation of the National League for Nursing Centers of Excellence in Nursing Education Program, provides a hermeneutical analysis of the common experiences and shared meanings of excellence as described by nursing students, teachers, and clinicians. Findings highlight how excellence resides in students and teachers working and learning together through enacting new pedagogies. Two themes are reported: "Working Together: Creating New Partnerships Between and Among Teachers and Students" and "Learning Together: Creating Excellence and Shaping the Future of Nursing Education Through Enacting New Pedagogies".

Attitude of Health Personnel↗