University of Cumbria, Carlisle, UK.
Nurse Educ Pract. 2011 May;11(3):216-9. doi: 10.1016/j.nepr.2010.10.006. Epub 2010 Nov 11.
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.
叙事教学法在过去十年中在护理领域得到了发展，作为补充传统的内容和能力驱动教学法的一种手段。它通过从故事的解释中得出共同的意义，将注意力集中在医疗保健的人类体验上。这允许学生探索参与者的不同观点。参与者的情感体验可以被理解，传统的智慧受到挑战，新的知识也会随着学生一起构建他们的学习而出现。个人故事嵌入在叙事中，教师已经成功地使用文学和电影作为叙事来帮助他们与学生探索医疗保健的意义。现代技术开辟了一系列新的电子叙事，如虚拟模拟。由于其非人性化和不现实的性质，这些都被认为是不适合医疗叙事的设备而被拒绝。然而，有人认为，一个典型社区的多媒体在线模拟可以达到提供合适叙事的目的。人类演员取代化身，真实世界的环境取代游戏环境，因为这个社区的人们的故事被讲述并用于支持叙事教学法。讨论了在英国和加拿大联合开发的这样一个叙事的例子。
