Walsh, Mike (2011) Narrative pedagogy and simulation: Future directions for nursing education. Nurse Education in Practice, 11 (3). pp. 216-219. Full text not available from this repository.
Abstract
Narrative pedagogy has been developed over the last decade in nursing as a means of complementing a conventional content and competency driven pedagogy. It focuses attention on the human experience of health care by deriving shared meanings from interpretation of stories. This allows students to explore the different perspectives of those involved. The emotional experiences of participants can be understood, conventional wisdom challenged and new knowledge emerge as students work together to construct their learning. Individual stories are embedded within the narrative and teachers have successfully used literature and film as narratives to help them explore the meaning of health care with students. Modern technology has opened up a new range of electronic narratives such as virtual simulation. These are considered and rejected as devices for a health care narrative due to their dehumanized and unrealistic nature. However it is argued that a multimedia online simulation of a typical neighbourhood can achieve the goal of providing a suitable narrative. Human actors replace avatars and real world settings replace gaming environments as the stories of people in this community are related and used to support narrative pedagogy. An example of such a narrative developed jointly in the UK and Canada is discussed.
| Item Type: | Article |
|---|---|
| Journal / Publication Title: | Nurse Education in Practice |
| Publisher: | Elsevier |
| ISSN: | Print:1471-5953 Online: 1873-5223 |
| Related URL(s): | |
| Departments: | Academic Departments > Nursing, Health & Professional Practice (NHPP) |
| Depositing User: | Insight Administrator |
| Date Deposited: | 19 Jan 2012 13:00 |
| Last Modified: | 12 Jan 2024 10:01 |
| URI: | https://insight.cumbria.ac.uk/id/eprint/1184 |
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