Evaluating narrative pedagogy in nursing education

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dc.contributor Atkinson, Becky M.
dc.contributor Dunn, Linda L.
dc.contributor Handley, Marilyn
dc.contributor Kuntz, Aaron M.
dc.contributor.advisor Gaskins, Susan W.
dc.contributor.author Santo, LaTonya Renee
dc.date.accessioned 2017-03-01T16:23:52Z
dc.date.available 2017-03-01T16:23:52Z
dc.date.issued 2011
dc.identifier.other u0015_0000001_0000762
dc.identifier.other Santo_alatus_0004D_10911
dc.identifier.uri https://ir.ua.edu/handle/123456789/1267
dc.description Electronic Thesis or Dissertation
dc.description.abstract Conventional teaching approaches centered on covering content are no longer adequate at equipping nursing graduates with the necessary cognitive and affective skills to function in the challenging roles of nursing practice. Nursing educators are adopting new pedagogies, such as Narrative Pedagogy, to better prepare graduates for the ever changing healthcare environment. The purpose of this phenomenological study was to explore the experiences of educators who have used Narrative Pedagogy to teach nursing concepts and topics. This study sought to understand how educators evaluated students' learning outcomes following the enactment of Narrative Pedagogy. The research questions were as follows: (1) What are the desired learning outcomes following the enactment of Narrative Pedagogy? and (2) Which evaluation methods and tools are most appropriate to measure student outcomes following the enactment of Narrative Pedagogy? The participants consisted of eight nursing educators from the United States who had recently used Narrative Pedagogy to prepare registered nursing students. Each participant was interviewed initially via phone and asked to send examples of their syllabi, students' narratives, students' assignment submissions, and/or other evaluation tools. After the researcher reviewed the initial interview transcripts and documents, a follow-up phone interview was conducted. Data were analyzed, synthesized, and interpreted using an iterative, nonlinear three phase process using Heideggerian hermeneutics and descriptive statistics. Three major themes, related to evaluating Narrative Pedagogy emerged: (a) determining use of Narrative Pedagogy, (b) enhancing desired student outcomes, and (c) determining evaluation methods and tools. Results should help the pedagogical decisions of educators and initiate or continue dialogue related to nursing education reform among educators, administrators, students, and other stakeholders.
dc.format.extent 115 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Nursing
dc.subject.other Adult education
dc.title Evaluating narrative pedagogy in nursing education
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Leadership, Policy, and Technology Studies
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.


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