Storytelling during Clinical Facilitation - An Arts Informed Narrative Inquiry

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Timpani, Susan
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Flinders University
Copyright © 2018 the author. All rights reserved.
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Introduction/Background Literature The theory of caring is central to nursing practice. Listening to the patient's story requires the student to care. Observations as a clinical educator indicate that students find learning to care a complex and challenging experience. Arts based pedagogy in nurse education is particularly useful for learning within the affective domain. A more creative approach to reflection would benefit the exploration of caring encounters. This research project aims to explore the use of narrative reflection during clinical facilitation. Methodology: Arts Informed Narrative Inquiry Methods/Design: Setting: To be conducted throughout acute care clinical placements during weekly group clinical facilitation sessions. Sampling: Flinders University undergraduate nurses of any year level. 6-10 participants required. Ethics: Approved, conditional to data collection and analysis not undertaken until completion of each student placement. Data Collection: Focus Group discussions, on the final day of their placement, de-identified reflections, an individual phone or face to face interview will also be conducted, recorded and transcribed and researcher Field Notes. Data analysis: Application of Clandinin and Connelly's method of Narrative Inquiry. Arts-informed includes the analysis of the creative reflections. Findings/ Results: Nil to date Conclusion/ Summary: Nil to date Implications/recommendations for: Nil to date
This abstract was prepared for the inaugural 'HDR Student Conference', Flinders University, November 2018. Copyright © the author
Nurse education, Clinical facilitation, Person centred care, Storytelling, Narrative
Timpani, Susan (2018, November) Storytelling during Clinical Facilitation - An Arts Informed Narrative Inquiry Paper presented at 'HDR Student conference', Flinders University, Bedford Park.