Document Type

Dissertation

Title

Enacting Narrative Pedagogy: The Lived Experience of Prelicensure Baccalaureate Nursing Faculty

Authors

Suzanne Wurster, Nova Southeastern University

Degree Name

Doctor of Philosophy (PhD) in Nursing Education

Copyright Statement

All rights reserved. This publication is intended for use solely by faculty, students, and staff of Nova Southeastern University. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

Department

College of Nursing

First Advisor

Holly Madison

Second Advisor

Melissa Tovin

Third Advisor

Wendy Bowles

Publication Date / Copyright Date

2020

Publisher

Nova Southeastern University

NSUWorks Citation

Suzanne Wurster. 2020. Enacting Narrative Pedagogy: The Lived Experience of Prelicensure Baccalaureate Nursing Faculty. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, College of Nursing. (80)
https://nsuworks.nova.edu/hpd_con_stuetd/80.

Abstract

Background. Prelicensure baccalaureate nursing faculty manage up to five generations in the classroom. Each generation has its own unique educational needs and learning styles, which present pedagogical challenges for nursing faculty. Students need to be prepared to provide care for complex patients in a changing healthcare environment. Research-based pedagogies, such as narrative pedagogy, enable faculty to use teaching and learning approaches in which students can translate knowledge acquired in the classroom to their clinical practice. Purpose. The purpose of this study was to understand the lived experience of prelicensure nursing faculty as they implemented narrative pedagogy in the classroom or clinical settings. The research question was What are the lived experiences of prelicensure nursing faculty using narrative pedagogy in the classroom and clinical settings? Methods. Qualitative descriptive phenomenology was used for this study; constructivism provided the philosophical underpinning. Eleven participants from three universities comprised the purposive sample of prelicensure nursing faculty who had varying degrees of experience implementing narrative pedagogy and agreed to individual semistructured interviews. Data analysis with qualitative methods revealed fives themes: (a) Exploring Narrative Pedagogy, (b) Experience Using Narrative Pedagogy, (c) Student Experience, (d) Faculty and Administrative Dialogue, and (e) Critical Thinking. Conclusions. The findings indicated that all participants and their students experienced narrative pedagogy as beneficial to teaching and learning. Nursing faculty can confidently implement narrative pedagogy in prelicensure nursing education. Narrative pedagogy provides a robust method of teaching that fully prepares students for the complexities of today’s nursing practice.

Disciplines

Nursing

Keywords

Narrative pedagogy, Nursing education, Nursing faculty, Prelicensure baccalaureate, Teaching approach

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