title: Enabling narrative pedagogy: inviting, waiting, and letting be.
abstract: OBJECTIVE
  This article describes how teachers enable Narrative Pedagogy in their courses by explicating the Concernful Practice Inviting: Waiting and Letting Be.
  
  
  BACKGROUND
  Narrative Pedagogy, a research-based, phenomenological approach to teaching and learning, extends conventional pedagogies and offers nursing faculty an alternative way of transforming their schools and courses.
  
  
  METHODS
  Using hermeneutic phenomenology, interview data collected over a 10-year period were analyzed by coding practical examples of teachers' efforts to enact Narrative Pedagogy.
  
  
  RESULTS
  When Narrative Pedagogy is enacted, teachers and students focus on thinking and learning together about nursing phenomena and seek new understandings about how they may provide care in the myriad situations they encounter.
  
  
  CONCLUSIONS
  Although the Concernful Practices co-occur, explicating inviting experiences can assist new teachers, and those seeking to extend their pedagogical literacy, by providing new understandings of how Narrative Pedagogy can be enacted.
authors.forename: Pamela M
authors.initials: PM
authors.lastname: Ironside
mesh_terms: D003479:Curriculum; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D006801:Humans; D033262:Narration; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D010687:Philosophy, Nursing