Becoming student kind: A nurse educator′s reflexive narrative inquiry. (August 2019)

• Record Type: Journal Article
• Authors: Graham, Margaret M.; Johns, Christopher
• Is Part Of: Nurse education in practice. Volume 39(2019)
• Page Start: 111
• Page End: 116
• Publication Date: 2019-08
• Subjects: Reflection -- Reflexive narrative methodology -- Nurse education -- Student centred learning; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Nursing -- Study and teaching; Periodicals; Electronic journals; 610.73071
• DOI: 10.1016/j.nepr.2019.07.007
• Languages: English
• ISSNs: 1471-5953

Abstract

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. Highlights: Explores reflection in developing self and practice. Potential of reflexive narrative methodology is shared. Becoming student kind illustrates relationships with students. Reflective dialogue illustrates a journey transformation.