Andrews C A, Ironside P M, Nosek C, Sims S L, Swenson M M, Yeomans C, Young P K, Diekelmann N
Edgewood College, Madison, Wisconsin, USA.
Nurs Health Care Perspect. 2001 Sep-Oct;22(5):252-9.
Reforming nursing education to meet contemporary challenges in educational and clinical environments is needed through the development and implementation of new pedagogies. Nancy Diekelmann is advancing the science of nursing education by describing a new phenomenological pedagogy, Narrative Pedagogy, identified through interpretive research in nursing education. Narrative Pedagogy is an approach to reforming nursing education that is always site specific and not generalizable from school to school. However, the processes of Narrative Pedagogy are transferable and can be enacted in many contexts. This study describes the common experiences and shared meanings of teachers and students engaging in or enacting Narrative Pedagogy. Diekelmann gathered seven teachers and students in five schools of nursing in four midwestern states to share their experiences. Interpretive phenomenology was used to analyze the group interview. One of the findings identified during this analysis, Enacting Narrative Pedagogy, is explicated, and two themes, Decentering Skill Acquisition and Content and Attending to the Practices of Thinking, are described.
需要通过开发和实施新的教学方法来改革护理教育，以应对教育和临床环境中的当代挑战。南希·迪克尔曼通过描述一种新的现象学教学法——叙事教学法，推动了护理教育科学的发展，这种教学法是通过护理教育中的解释性研究确定的。叙事教学法是一种改革护理教育的方法，它总是特定于具体场所，不能从一所学校推广到另一所学校。然而，叙事教学法的过程是可以转移的，并且可以在许多情境中实施。本研究描述了参与或实施叙事教学法的教师和学生的共同经历和共享意义。迪克尔曼召集了来自中西部四个州五所护理学院的七名教师和学生，分享他们的经历。采用解释性现象学来分析小组访谈。在此分析过程中确定的一项发现——实施叙事教学法，将予以阐述，并描述两个主题，即去中心化技能获取与内容以及关注思维实践。
