Narrative pedagogy and simulation: Future directions for nursing education

doi:10.1016/j.nepr.2010.10.006

Nurse Education in Practice

Volume 11, Issue 3, May 2011, Pages 216-219

https://doi.org/10.1016/j.nepr.2010.10.006 Get rights and content

Abstract

Narrative pedagogy has been developed over the last decade in nursing as a means of complementing a conventional content and competency driven pedagogy. It focuses attention on the human experience of health care by deriving shared meanings from interpretation of stories. This allows students to explore the different perspectives of those involved. The emotional experiences of participants can be understood, conventional wisdom challenged and new knowledge emerge as students work together to construct their learning. Individual stories are embedded within the narrative and teachers have successfully used literature and film as narratives to help them explore the meaning of health care with students. Modern technology has opened up a new range of electronic narratives such as virtual simulation. These are considered and rejected as devices for a health care narrative due to their dehumanized and unrealistic nature. However it is argued that a multimedia online simulation of a typical neighbourhood can achieve the goal of providing a suitable narrative. Human actors replace avatars and real world settings replace gaming environments as the stories of people in this community are related and used to support narrative pedagogy. An example of such a narrative developed jointly in the UK and Canada is discussed.

Introduction

It is self evident that nursing education has to evolve to keep pace with the changing environment in which we live and work. The exponential increase in technology is an integral part of the evolving perspectives of a new generation of students. Meanwhile changes in health care require changes in the way students are educated as both areas are under growing resource pressure due to current economic difficulties. This paper addresses these issues by discussing the value of using narrative pedagogy linked to online multimedia simulation as a means of providing the narrative that this pedagogical approach requires (Dieklemann 2003). The fusion of online simulation and narrative pedagogy will be illustrated with reference to the UK/Canadian Stilwell project.

Section snippets

Narrative pedagogy

The concept of narrative pedagogy originated with the tradition of learning from stories. For our ancestors, narrative was a crucial way of passing learning on to the next generation. It can be found in myths, fables and legends. In non-literate societies this oral tradition encapsulated most of a culture’s entire knowledge about itself. Modern societies have kept their links with narrative in written and electronic media (film, radio, TV and the internet) and writers such as Brooks (1984)

Online simulation

The term simulation has been defined as:

To replicate some or nearly all of the essential aspects of a clinical situation so that the situation may be more readily understood and managed when it occurs for real in clinical practice. (Morton, 1995: p76)

Jeffries provides a more recent definition of simulation as:

Activities that mimic reality and variously involve role-playing, interactive videos, or mannequins that help students learn and allow them to demonstrate decision making, critical

Creating our own narrative : Stilwell

Work on creating Stilwell began in 2006 and since 2009 a Canadian version has been under development. Stilwell is a multimedia online simulation which has been influenced by the work of Giddens her input into developing this British narrative is acknowledged. The Stilwell virtual community is based on a real location which is a district of Brigstow (real town, fictional name). Currently Stilwell is located on Blackboard and is used by nurses and paramedics, other students will soon follow.

Discussion of Stilwell

The individual stories which make up the Stilwell narrative are derived from real patients or from teaching staff. This brings the user/carer perspective to the fore and ensures patient voices are heard. Care is taken to ensure confidentiality. The involvement of staff allows the narrative to reflect the needs of the curriculum.

The stories are reusable learning objects. This means that while there is significant financial outlay in creating them (mostly on the video) they can then be reused at

Conclusion

The literature makes a strong case for the place of narrative pedagogy as a means of humanizing more conventional content and competency based curricula. There are two challenges for educators: research to provide the evidence which underpins the use of narrative pedagogy and the creation of an appropriate narrative, relevant to student need. Online simulation of a typical community provides a solution to that second challenge, however a multimedia approach is required using human actors in a

Acknowledgements

Acknowledgementsto Dr Mary van Soeren, Humber Institute of Advanced Teaching and Learning, Toronto Canada, Dr Jean Giddens, Associate Dean, College of Nursing, University of New Mexico, Albuquerque, USA.

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Narrative pedagogy and simulation: Future directions for nursing education

Abstract

Introduction

Section snippets

Narrative pedagogy

Online simulation

Creating our own narrative : Stilwell

Discussion of Stilwell

Conclusion

Acknowledgements

Reading for the Plot

A review of narrative pedagogy strategies to transform traditional nursing education

Journal of Nursing Education

Should planners start playing computer games? Arguments from SimCity and Second Life

Planning Theory and Practice

Being a supportive presence in online courses: attending to students’ online presence with each other

Journal of Nursing Education

Teaching the Practitioners of Care: New Pedagogies for the Health Professions

Narrative pedagogy: Heideggarian hermeneutical analyses of lived experiences of students, teachers and clinicians

Advances in Nursing Science

The Neighborhood: a web-based platformto support conceptual teaching and learning

Nursing Education Perspectives

Stories of knowledge in action; Gibberish or wisdom

Journal of the Knowledge Management Professional Society

Toward a narrative pedagogy for interactive learning environments

Interactive Learning Environments

Using narrative pedagogy: learning and practising interpretive thinking

Journal of Advanced Nursing

Virtual threat, real sweat

Training and Development

Simulation in Nursing Education from Conceptualization to Evaluation