Narrative Pedagogy

Use of Narrative Pedagogy by Students and Faculty Both students and nursing faculty should understand narrative pedagogy to receive the most benefit from its use. While students should be taught the purpose behind narrative pedagogy, nursing faculty should understand how and when to implement it.

Role of Students in using Narrative Pedagogy Students should understand that narrative pedagogy is used to supplement the material that they have learned using conventional pedagogies, such as lecture and assigned readings. According to Brady and Asselin (2016), students who participated in narrative pedagogy felt that the learning environment was safe and engaging and that the stories helped them to be better prepared for situations they may face

Faculty members can begin utilizing narrative pedagogy by asking their students to write a reflective narrative about an experience and interpret what it means to them (Ironside, 2006). After reviewing the students’ entries, faculty members can begin by leading a discussion and asking for thoughts and meaning. Faculty members can also evaluate whether or not the student grasped the course content (Brady & Asselin, 2016). Faculty members should recognize that narrative pedagogy requires them to have a respectful, less-powerful role in regards to their students. The role of faculty members is to work with their students to interpret experiences, improve practice, and meet students’ learning needs (Ironside, 2014). Instead of faculty members relaying information from lecture notes and leaving no time for discussion, using narrative pedagogy requires teachers to form partnerships with their students and let go of rigid, preplanned course schedules. Ironside (2014) explains that utilizing narrative pedagogy effectively requires teachers to hold back, accept quiet periods, and let students think in order for learning and discussion to occur when the timing is right. Teachers also have to let go and acknowledge that they cannot control the outcome or direction of the discussions, but that learning will still occur. This

On example of how it can be applied in the classroom is through the use of videos describing a patient’s experience during a certain situation. The faculty member can then start a discussion with the students regarding the meaning, context, presumptions, and appropriate actions. In addition to viewing case studies or listening to stories, students can write a journal entry or reflective analysis of a concept or experience. Faculty members can then evaluate learning and the students’ understanding of the concepts. After reviewing the writings, the class can discuss interesting themes, confusing concepts, and what the knowledge or experience means to them. Knowledge clarification and application can occur in addition to new knowledge formation through the analysis of multiple perspectives. Another way that narrative pedagogy can be applied in the classroom is through the use of a guest speaker. Having a real-life experience and narrative will theoretically allow students to be more engaged and involved in the active learning