PubMed · 9418604
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I van Dijk, K Derksen. 1997-05-03. [Faculty-practice nurse].. https://pubmed.ncbi.nlm.nih.gov/9418604/
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Research-based innovation in nursing education is needed to address complexities in both educational and clinical environments. This 12-year study describes Narrative Pedagogy that arises out of the common lived experiences of students, teachers, and clinicians in nursing education. Narrative Pedagogy as sharing and interpreting contemporary narratives is a call for students, teachers, and clinicians to gather and attend to community practices in ways that hold everything open and problematic. It utilizes conventional, phenomenologic, critical, and feminist pedagogies, along with postmodern discourses to revision nursing education. Narrative Pedagogy emanates out of interpretive phenomenology. The Concernful Practices of Schooling Learning Teaching are common experiences that belong together and co-occur and provide a new language for students and teachers. They will be explicated in the context of three narratives. Narrative Pedagogy is described as a research-based, innovative alternative for reforming nursing education.
The National League for Nursing Priorities for Nursing Education Research calls educators (1) to increase their pedagogic literacy to meet the challenges of the changing social, health care, and educational worlds and (2) to develop research-based pedagogies for nursing. This interpretive review of conventional, critical, feminist, postmodern, and phenomenologic pedagogies facilitates the pedagogic literacy of faculty members and provides a background for research-based nursing education. An example of a research-based pedagogy, Narrative Pedagogy, which developed through interpretive (hermeneutic) studies of the lived experiences of students, teachers, and clinicians in nursing education, is explicated.
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