Becoming student kind: A nurse educator's reflexive narrative inquiry.

Clicks: 256
ID: 15570
2019
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Abstract
This reflexive narrative inquiry examines reflection as a living learning strategy. My doctoral inquiry aims to illuminate a journey of transformation as a nurse educator within higher education. An innovative self-study, reflexive narrative methodology frames the research. Philosophical influences draw upon auto-ethnography, critical social theory and hermeneutics, guided by six dialogical movements. Nineteen reflections generated the data. Insights emerged through reflection, engagement with literature and guidance within a reflective community. Snapshots from reflective texts form the basis for dialogue presented in this paper. Emerging Insights are expressed as being available becoming student kind in relationship with students as a foundation for developing person centred nursing weaves through the narrative. This dynamic concept is expressed through The Being Available Template interlinking vision, knowing the person and compassion, poise and creating and sustaining a learning environment. Tensions in representing storied findings from innovative methodologies are identified. The contribution of reflection and potential of reflexive narrative for knowledge and practice transformation are shared. Challenges for educators in supporting reflective learning in curriculum in an ever complex landscape of higher education.are considered.
Reference Key
graham2019becomingnurse Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Graham, Margaret M;Johns, Christopher;
Journal nurse education in practice
Year 2019
DOI
S1471-5953(18)30232-4
URL
Keywords Keywords not found

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