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

Abstract

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.