Edwards Sharon Lorraine
Buckinghamshire New University, Uxbridge, Buckinghamshire.
Nurse Res. 2015 May;22(5):35-9. doi: 10.7748/nr.22.5.35.e1322.
To offer dramatic poetry as representing findings from narrative research that is more accessible.
This article is drawn from the author's doctorate work on how students' stories about their 'clinical' experiences can aid learning.
Nursing students' stories of clinical practice experiences when engaged in the care of patients represented as dramatic poetry.
Qualitative analytical approaches in narrative data analysis to provide a review of student stories from a variety of perspectives.
This article illustrates a method for converting story data to poetry. It suggests that a range of audiences can learn from nursing students' stories of clinical practice when translated into dramatic poetry.
Audiences can come close to understanding what students are experiencing in practice when engaged in the care of patients and learning from their practice experiences, when these experiences are expressed as dramatic poetry.
IMPLICATIONS FOR RESEARCH/PRACTICE: Representing findings from narrative research as dramatic poetry can help audiences engage with nursing students' experiences at an emotional level. Enabling researchers and readers to become immersed in the poem transforming their understanding of what the students have learned.
提供戏剧诗歌以呈现叙事研究中更容易理解的发现。
本文取材于作者的博士论文，该论文探讨了学生关于其“临床”经历的故事如何有助于学习。
护理专业学生在照顾患者时的临床实践经历故事，以戏剧诗歌的形式呈现。
采用叙事数据分析中的定性分析方法，从多个角度对学生故事进行综述。
本文阐述了一种将故事数据转化为诗歌的方法。它表明，当护理专业学生的临床实践故事被翻译成戏剧诗歌时，一系列受众都能从中学习。
当护理专业学生照顾患者的实践经历以戏剧诗歌的形式表达出来时，受众能够更接近地理解学生在实践中所经历的事情，并从他们的实践经历中学习。
对研究/实践的启示：将叙事研究的发现以戏剧诗歌的形式呈现，有助于受众在情感层面与护理专业学生的经历产生共鸣。使研究人员和读者沉浸于诗歌之中，从而改变他们对学生所学内容的理解。
