Department of Nursing and Midwifery University of Limerick, Ireland.
University of Bedfordshire and Christ Church Canterbury, England, UK.
Nurse Educ Pract. 2019 Aug;39:111-116. doi: 10.1016/j.nepr.2019.07.007. Epub 2019 Jul 30.
This reflexive narrative inquiry examines reflection as a living learning strategy. My doctoral inquiry aims to illuminate a journey of transformation as a nurse educator within higher education. An innovative self-study, reflexive narrative methodology frames the research. Philosophical influences draw upon auto-ethnography, critical social theory and hermeneutics, guided by six dialogical movements. Nineteen reflections generated the data. Insights emerged through reflection, engagement with literature and guidance within a reflective community. Snapshots from reflective texts form the basis for dialogue presented in this paper. Emerging Insights are expressed as being available becoming student kind in relationship with students as a foundation for developing person centred nursing weaves through the narrative. This dynamic concept is expressed through The Being Available Template interlinking vision, knowing the person and compassion, poise and creating and sustaining a learning environment. Tensions in representing storied findings from innovative methodologies are identified. The contribution of reflection and potential of reflexive narrative for knowledge and practice transformation are shared. Challenges for educators in supporting reflective learning in curriculum in an ever complex landscape of higher education.are considered.
本反思性叙事探究考察了反思作为一种持续学习的策略。我的博士研究旨在阐明我作为一名高等教育护理教育者的转型之旅。一种创新的自我研究、反思性叙事方法为研究提供了框架。哲学影响借鉴了自传体民族志、批判社会理论和解释学，并通过六个对话运动进行指导。19 次反思产生了数据。通过反思、与文献的互动以及在反思共同体中的指导，得出了一些见解。反思性文本中的快照构成了本文中提出的对话的基础。出现的见解被表述为与学生建立关系，以学生为中心，作为发展以人为中心的护理的基础，这一动态概念贯穿整个叙事。通过“可用模板”将愿景、了解患者和同情心、平衡以及创造和维持学习环境联系起来。从创新性方法中呈现叙事研究结果的复杂性被确定。分享了反思的贡献和反思性叙事在知识和实践变革方面的潜力。考虑了在日益复杂的高等教育环境中，教育工作者在课程中支持反思性学习所面临的挑战。
