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Research article summary (published 30 May 2003):

Narrative inquiry in a nursing practicum.

Full Abstract

One approach to creating research-based nursing education is to think and write narratively about the daily life of a BScN program student and her teacher in diverse settings and over time. Gail, as a nurse-teacher, and Faith, as a nursing student and now Public Health Nurse, reconstruct their teaching-learning experiences in an integrated practicum in maternal-child health services as a narrative inquiry. After presenting this reconstruction of experience at a conference on maternal scholarship, further inquiry into their experiences shows how narrative inquiry matters to construction of nursing praxis and to life-long learning as a nurse. Teaching-learning relationships are seen as a template for a student's connections to people experiencing nursing care and to other clinicians. Construction of stories to live by that take into account becoming a nurse, constructing knowledge and enacting caring-healing nursing practices is illuminated through narrative inquiry.

 

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Author information

Author/s: Lindsay, Gail M (GM); Smith, Faith (F);

Affiliation: School of Nursing, Atkinson Faculty of Liberal and Professional Studies, York University, Toronto, Ontario, Canada. glindsay(-atsign-)yorku.ca

Journal and publication information

Publication Type: Journal Article

Journal: Nursing inquiry (Nurs Inq), published in Australia. (Language: eng)

Reference: 2003-Jun; vol 10 (issue 2) : pp 121-9

Dates: Created 2003/05/20; Completed 2003/07/23; Revised 2004/11/17;

PMID: 12755861, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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