Narrative inquiry in a nursing practicum.
One approach to creating research-based nursing education is to think and write narratively about the daily life of a BScN program student and her teacher in diverse settings and over time. Gail, as a nurse-teacher, and Faith, as a nursing student and now Public Health Nurse, reconstruct their teaching-learning experiences in an integrated practicum in maternal-child health services as a narrative inquiry. After presenting this reconstruction of experience at a conference on maternal scholarship, further inquiry into their experiences shows how narrative inquiry matters to construction of nursing praxis and to life-long learning as a nurse. Teaching-learning relationships are seen as a template for a student's connections to people experiencing nursing care and to other clinicians. Construction of stories to live by that take into account becoming a nurse, constructing knowledge and enacting caring-healing nursing practices is illuminated through narrative inquiry.
Lindsay
Gail M
GM
School of Nursing, Atkinson Faculty of Liberal and Professional Studies, York University, Toronto, Ontario, Canada. glindsay@yorku.ca
Smith
Faith
F
D000223:Adaptation, Psychological; D001291:Attitude of Health Personnel; D002983:Clinical Competence / Q000592:standards; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D005181:Faculty, Nursing; D005260:Female; D006801:Humans; D019359:Knowledge; D007858:Learning; D016389:Maternal-Child Nursing / Q000193:education*; D033262:Narration; D015402:Nursing Education Research / Q000379:methods*; D015404:Nursing Methodology Research / Q000379:methods*; D009864:Ontario; D036801:Parturition / Q000523:psychology; D011247:Pregnancy; D013338:Students, Nursing / Q000523:psychology*; D013663:Teaching / Q000379:methods