3 minute read
Storytelling as Nursing Pedagogy
BY TAMIKA DOWLING, DNP, FNP-c, PCCN
Being an educator in the profession of nursing provides a chance to give back to the profession. As an educator, I am always reviewing the evidence for increasing engagement and understanding of my nursing and nurse practitioner students.
The context of pedagogy describes the methodologies used in the practice of education. As we explore pedagogical Sharing stories about controversial topics can encourage the student to participate, ask questions, and meet the overarching goal of increasing student engagement.
approaches, some included open-ended instruction, integrated learning, inquiry learning, differentiated instruction, experiential learning, cooperative learning, assessment and evaluation of student learning and case studies. All of these methods can and have been effective. Narrative pedagogy has been a hot topic for nurse educators. Ironside and
Hadyen-Miles (2012) noted that a shift in the education process that is focused on processes and outcomes that encourage thinking about daily experiences and learning how nurses listen and respond to practice encounters. These have a significant impact on thinking and learning. As a nurse educator, I have used many of these approaches. However, there has been one approach that I would like to discuss that has been efficacious in my practice as an educator.
What About a Different Pedagogical Approach?
I recall at my alma mater, Norfolk State University, many of my professors’ shared experiences, and previous scenarios. Their stories helped me visualize, understand, and further engaged me even more as a pre-licensure student. In an article published in The Midwest Quarterly last year, Deborah Fischer noted that storytelling helps to humanize the information, while encouraging the students to view their professor as a practicing nurse, instead of being seen only as a provider of knowledge. Sharing stories about controversial topics can encourage the student to participate, ask questions, and meet the overarching goal of increasing student engagement. This is important.
As an educator, I want to be relatable and approachable for my student. I have found that when I share my personal stories and experiences of my past and current practices, the students warm up and we can have an open dialogue, which helps to facilitate their learning while improving their understanding.
In a 2014 article published in the International Practice As I discussed experiences combined with evidence-based science, I have had many providers discuss the relevance of the information, and they implement changes in their practice.
Development Journal, author Sharon Edwards indicated several implications for practice: • It can help the student understand that learning is part of our daily practice. • It is so powerful that it can elicit change in one’s practice, while having an impact on policy change.
As a nurse educator, preceptor and provider, I’m constantly wearing all hats. I use storytelling while working clinically, as well. As I discussed experiences combined with evidence-based science, I have had many providers discuss the relevance of the information, and they implement changes in their practice.
Storytelling is not new. However, it has been impactful in my practice as a nurse educator. It provides me with great joy when I have a student contact me and tell me they recalled a story or could hear me in their head while they were taking their boards. Storytelling is truly a successful pedagogical approach.
