Storytelling: A teaching-learning technique
Rene Geanellos
Lecturer (Mental Health Nursing), School of Nursing, Family & Community Health, University of Western Sydney, Parramatta NSW
PP: 028 - 035
Abstract
Nurses' stories, arising from the practice world, reconstruct the essence of experience as lived and provide vehicles for learning about nursing. The learning process is forwarded by combining storytelling and reflection. Reflection represents an active, purposive, contemplative and deliberative approach to learning through which learners create meaning from the learning experience.
The combination of storytelling and reflection allows the creation of links between the materials at hand and prior future learning. As a teaching-learning technique storytelling engages learners; organizes information; allows exploration of shared lived experience without the demands, responsibilities and consequences of practice; facilitates remembering; enhances discussion, problem posing and problem solving; and aids understanding of what it is to nurse and to be a nurse.
Keywords
storytelling, reflections, teaching-learning, nurses' stories
References
Bartol G (1989) Story in nursing practice. Nursing Health Care 10(10): 564-565.
Benner P (1984) From novice to expert: Excellence and power in clinical nursing practice. Menlo Park, Addison-Wesley.
Benner P (1991) The role of experience, narrative and community in skilled ethical comportment. Advances in Nursing Science 14(2): 1-21.
Benner P and Wrubel J (1989) The primacy of caring: Stress and coping in health and illness. California, Addison-Wesley.
Bevis EO (1993) All in all, it was a pretty good funeral. Journal of Nursing Education 32: 101-105.
Baud D (1985) Writing and reflection. In Baud D, Keogh R and Walker D (eds) Reflection: turning experience into learning. Kogan Page, London.
Baud D, Keogh R and Walker D (1985) What is reflection in learning? In Baud D, Keogh R and Walker D (eds) Reflection: turning experience into learning. Kogan Page, London.
Boykin A and Schoenhoffer SO (1991) Story as a link between nursing practice, ontology and epistemology. Image: Journal of Nursing Scholarship 23(4): 245-248.
Clandinin DJ and Connelly F M (1991) Narrative and story in practice and research. In Schon D (ed) The reflective tum: Case studies in and on educational practice. Columbia University Teachers College Press, New York.
Connelly FM and Clandinin DJ (1990) Stories of experience and narrative inquiry. Educational Researcher 19(5): 2-14.
Cortazzi M (1993) Narrative analysis. Burgess Science, Great Britain.
Diekelmann N (1991) The emancipatory power of the narrative. In Curriculum revolution: Community building activism. National League for Nursing Press, New York.
Doering L (1992) Power and knowledge in nursing: A feminist poststructuralist view. Advances in Nursing Science 14(4): 24-33.
Emden C (1992) Becoming a reflective practitioner. In Gray G and Pratt R (eds) Towards a discipline of nursing. Churchill Livingstone, Melbourne.
Feldman M (1993) Uncovering clinical knowledge and caring practices. Journal of Post Anaesthesia Nursing 8(3): 159-162.
Ford L and Profetto-McGrath J (1994) A model for critical thinking within the context of curriculum as praxis. Journal of Nursing Education 33(8): 341-344.
Game A and Pringle R (1983) Gender at work. Allen & Unwin, Sydney.
Garratt S (1992) Reflective practice as a learning strategy. In Gray G and Pratt R (eds) Issues in Australian nursing 3. Churchill Livingstone, Melbourne.
Gersie A and King N (1990) Storymaking in education and therapy. Jessica Kingsley, London.
Gray J and Forsstrom S (1992) Generating theory from practice: The reflective technique. In Gray G and Pratt R (eds) Towards a discipline of nursing. Churchill Livingstone, Melbourne.
Hedin B (1989) Expert clinical teaching. In: Curriculum revolution: Reconceptualising nursing education. National League for Nursing Press, New York.
Heinrich K (1992) Create a tradition: Teach nurses to share stories. Journal of Nursing Education 31(3): 141-143.
Kolb O and Fry R Towards an applied theory of experiential learning. In Cooper C (ed) Theories of group processes. Wiley, London.
Krysl M (1991) Sometimes a person needs a story more than food to stay alive. In Curriculum revolution: Community building activism. National League for Nursing Press, New York.
Livo N and Rietz S (1986) Storytelling: Process and practice. Libraries Unlimited, Colorado.
Mandler JM (1984) Stories, scripts and scenes: Aspects of schema theory. Lawrence Erlbaum, London.
Mason D, Backer B and Georges C (1990) Toward a feminist model for the political empowerment of nurses. Image: Journal of Nursing Scholarship 23(2): 72-77.
Mattingly C (1991) Narrative reflections on practical actions: Two learning experiments in reflective storytelling. In Schon O (ed) The reflective turn: Case studies in and on educational practice. Columbia University Teachers College Press, New York.
Parker RS (1990) Nurses' stories: The search for a relational ethic of care. Advances in Nursing Science 13(1): 31-40.
Phillips JR (1993) Researching the lived experience: Visions of the whole experience. Nursing Science Quarterly 6(4): 166-167.
Reason P and Hawkins P (1988) Storytelling as inquiry. In Reason P (ed) Human Inquiry in action: Developments in new paradigm research. Sage, Newbury Park.
Ricoeur P (1976) Interpretation theory: Discourse and the surplus of meaning. Texas Christian University Press, Texas.
Robinson K (1992) The politics of knowledge. In Robinson K and Vaughan B (eds) Knowledge for nursing practice. Butterworth Heinemann, London.
Robinson J and Hawpe L (1986) Narrative thinking as a heuristic process. In Sarbin TR (ed) Narrative psychology: The storied nature of human conduct. Praeger, New York.
Rose S (1993) Reflection as an empowering strategy in nurse education. Conference Proceedings, National Nursing Conference on Critical Theory, Feminism and Nursing, Queensland.
Sandelowski M (1991) Telling stories: Narrative approaches in qualitative research. Image: Journal of Nursing Scholarship 23(3): 161-165.
Scholes R and Kellogg R (1986) The nature of narrative. Oxford University Press, London.
Schon D (1983) The reflective practitioner. Temple Smith, London.
Shor I and Freire P (1987) A pedagogy for liberation: Dialogues for transforming education. Granby, Bergin and Garvin.
Smith MJ (1992) Enhancing aesthetic knowledge: A teaching strategy. Advances in Nursing Science 14(3): 52-59.
Taylor B (1988) Dreaming and awake: Reflection in and on clinical practice. Conference Proceedings, Australian Nurse Teachers Society Conference, Sydney.
Tesch R (1990) Qualitative research: Analysis types and software tools. Falmer, New York.
Vaughan B (1992) The nature of nursing knowledge. In Robinson K and Vaughan B (eds) Knowledge for nursing practice. Butterworth Heinemann, London.
Vezeau T (1993) Storytelling: A practitioner's tool. Maternal Child Nursing 18: 193-196.
Willis E (1990) Medical dominance: The division of labour in Australian health care. Allen & Unwin, Sydney.
Wolfer J (1993) Aspects of 'reality' and ways of knowing in nursing: In search of an integrating paradigm. Image: Journal of Nursing Scholarship 25(2): 141-146.
Woods J (1993) Affective learning: one door to critical thinking. Holistic Nursing Practice 7(3): 64-70.
Younger JB (1990) Literary works as a mode of knowing. Image: Journal of Nursing Scholarship 22(1): 39-42.
eContent Home
