Narrative Pedagogy: Heideggerian Hermeneutical Analyses of Lived Experiences of Students, Teachers, and Clinicians

TLDR

Research‑based innovation in nursing education is needed to address complexities in both educational and clinical environments, and Narrative Pedagogy emerges from interpretive phenomenology and the common Concernful Practices of Schooling, Learning, and Teaching that provide a new language for students and teachers. The 12‑year study describes Narrative Pedagogy, a framework that emerges from shared lived experiences of students, teachers, and clinicians and calls for open, problematic engagement with community practices, to be explicated through three narratives. The framework employs conventional, phenomenologic, critical, feminist pedagogies and postmodern discourses to revise nursing education. Narrative Pedagogy is presented as a research‑based, innovative alternative for reforming nursing education.

Abstract

Research-based innovation in nursing education is needed to address complexities in both educational and clinical environments. This 12-year study describes Narrative Pedagogy that arises out of the common lived experiences of students, teachers, and clinicians in nursing education. Narrative Pedagogy as sharing and interpreting contemporary narratives is a call for students, teachers, and clinicians to gather and attend to community practices in ways that hold everything open and problematic. It utilizes conventional, phenomenologic, critical, and feminist pedagogies, along with postmodern discourses to revision nursing education. Narrative Pedagogy emanates out of interpretive phenomenology. The Concernful Practices of Schooling Learning Teaching are common experiences that belong together and co-occur and provide a new language for students and teachers. They will be explicated in the context of three narratives. Narrative Pedagogy is described as a research-based, innovative alternative for reforming nursing education.