Adopting narrative pedagogy to improve the student learning experience in a regional Australian university
Margaret McAllister
School of Health and Sport Science University of the Sunshine Coast, Maroochydore QLD
Tracey John
School of Health and Sport Sciences, University of the Sunshine Coast, Maroochydore QLD
Michelle Gray
School of Health and Sport Sciences, University of the Sunshine Coast, Maroochydore QLD
Leonie Williams
School of Health and Sport Sciences, University of the Sunshine Coast, Maroochydore QLD
Margaret Barnes
School of Health and Sport Sciences, University of the Sunshine Coast, Maroochydore QLD
Janet Allan
School of Health and Sport Sciences, University of the Sunshine Coast, Maroochydore QLD
Jennifer Rowe
School of Health and Sport Sciences, University of the Sunshine Coast, Maroochydore QLD
PP: 156 - 165
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.
Keywords
nursing narratives, nursing education, curriculum development, narrative pedagogy, story
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