Adopting narrative pedagogy to improve the student learning experience in a regional Australian university

Margaret Mcallister, Tracey John, Michelle Gray, Leonie Williams, Margaret Barnes, Janet Allan, Jennifer Rowe

Research output: Contribution to journalArticle

Abstract

A growing body of work in the literature describes and explains narrative pedagogy within nursing and midwifery programs. This paper continues the conversation by explaining, with examples, how narrative pedagogy has been interpreted and applied within a new nursing faculty in Australia. The aims of our nursing and midwifery programs are to provide students with a clear professional identity and to prepare them for contemporary Australian nursing practice. As part of these aims, we want students to develop their imaginations and to consciously examine, and challenge, nursing and healthcare paradigms and practices such as the enduring illness model of healthcare and the emphasis on technique-oriented care. Members of our teaching team, working together and individually, have used narrative pedagogy in a variety of ways, developing novel teaching and learning activities for use in real time classroom settings as well as online to provide a regionally and globally relevant educational experience.

Original languageEnglish
Pages (from-to)156-165
Number of pages10
JournalContemporary Nurse
Volume32
Issue number1-2
DOIs
Publication statusPublished - 1 Jan 2009
Externally publishedYes

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