Hunter Linda A
Women & Infants Hospital.
Int J Nurs Educ Scholarsh. 2008;5:Article 38. doi: 10.2202/1548-923X.1630. Epub 2008 Oct 9.
The primary aim of this qualitative study was to explore the scholarly benefits of storytelling as a means to promote students' understanding and integration of both the art and science of nursing. As one of the oldest methods of communication, storytelling has been used in a variety of ways in nursing education. Despite this myriad of literature, there were no studies found that analyzed the actual content of students' stories. Using Carper's (1978) Fundamental Patterns of Knowing as a guiding framework for narrative analysis, twenty-five personal stories written by junior level nursing students were examined for evidence of empirics, ethics, esthetics, and personal knowing. Results indicated students were able to not only integrate art and science within their experiences but were also able to see themselves one day as caring nurses. Moreover, Carper's patterns add credibility to storytelling as a worthwhile teaching strategy with benefits to both students and faculty.
这项定性研究的主要目的是探讨讲故事作为一种促进学生理解和整合护理艺术与科学的手段所带来的学术益处。作为最古老的交流方式之一，讲故事在护理教育中有着多种应用方式。尽管有大量相关文献，但尚未发现有研究分析学生故事的实际内容。以卡珀（1978年）的“基本认知模式”作为叙事分析的指导框架，对25篇由护理专业低年级学生撰写的个人故事进行了审查，以寻找实证、伦理、美学和个人认知方面的证据。结果表明，学生不仅能够在自身经历中融合艺术与科学，还能够展望自己未来成为有爱心的护士。此外，卡珀的模式为讲故事作为一种对学生和教师都有益的有价值教学策略增添了可信度。
