Teaching thoughtful practice: narrative pedagogy in addictions education.
Preparing practitioners for this rapidly changing and demanding health care environment is challenging. A surge in knowledge development and scientific advancement has placed a priority on technical skill and a focus on content driven educational processes that prepare students for evidence-based practice. However, the most difficult health care scenarios require thinking-in-action and thoughtfulness as well as didactic knowledge. It is our contention that interpretive educational methods, like narrative pedagogy, will promote judgment-based practice that includes use of evidence and delivery of thoughtful care. In this article, we describe and interpret a narrative approach to addictions content and teaching thoughtful practice. We present our pedagogical process, including observations and field notes, to show how interpretive pedagogies can be introduced into nursing curricula. By presenting this process, the reader is invited to consider interpretive methods as a way to inspire and habituate thoughtful practice and judgment-based care.
Vandermause
Roxanne K
RK
Washington State University, College of Nursing, P.O. Box 1495, Spokane, WA 99210-1495, USA. rvandermause@wsu.edu
Townsend
Ryan P
RP
D016739:Behavior, Addictive / Q000451:nursing*; D003479:Curriculum; D020375:Education, Distance; D004506:Education, Nursing; D055318:Evidence-Based Nursing; D006801:Humans; D007858:Learning; D017145:Models, Educational; D033262:Narration; D036301:Qualitative Research; D019966:Substance-Related Disorders / Q000451:nursing*; D013663:Teaching