scholarly journals Arts-Informed Narrative Inquiry: Crossing Boundaries of Research and Teaching-Learning

2016 ◽  
Vol 9 (2) ◽  
pp. 473-487
Author(s):  
Jasna Krmpotić Schwind ◽  
Gail M. Lindsay
Keyword(s):  
Mental Health ◽  
Narrative Inquiry ◽  
Research And Practice ◽  
Research And Teaching ◽  
Knowing That ◽  
Embodied Knowing ◽  
Learning Research ◽  
Creative Self ◽  
Teaching Learning

Creative engagement accesses profound knowing and understanding that is not reachable by words alone. Situated in Connelly and Clandinin’s Narrative Inquiry, we use creative self-expression in teaching-learning, research, and practice. We examine artful approaches used in research with students and nurses in mental health, and in our classrooms. Through such artful inquiry we push the boundaries of what it means to co-create knowledge. Our students, future caregivers, learn how knowing has both epistemological and ontological dimensions. In our experience, it is embodied knowing that has the greatest potential for making connections with those in our care.

scholarly journals Understanding How Nursing Students Experience Becoming Relational Practitioners: A Narrative Inquiry

2021 ◽  
pp. 084456212110343
Author(s):  
Louela Manankil-Rankin ◽  
Jasna Kromptic Schwind ◽  
S. Aksenchuk
Keyword(s):  
Nursing Students ◽  
Narrative Inquiry ◽  
Holistic Approach ◽  
Relational Practice ◽  
Theoretical Approaches ◽  
Inquiry Approach ◽  
Viable Approach ◽  
Creative Self ◽  
Teaching Learning ◽  
The Impact

Background Teaching nursing students to become relational practitioners requires theoretical approaches and strategies that engender personal and aesthetic knowing. These qualities closely parallel those that define relational practice. The use of creative self-expression in supporting the development of student capacity for relational practice offers a viable approach. Purpose To learn how nursing students’ engagement in creative self-expression activities may impact the construction of their professional identity and capacity for relational practice as novice nurses. Method Clandinin and Connelly's narrative inquiry approach was used to explore nursing students’ experiences of learning how to become relational practitioners. Four new nurse graduates engaged in a follow-up focus group using Schwind's narrative reflective process to discuss the impact of a relational practice workshop series. Findings Bronwyn's story became the composite of the four participants. Two key narrative patterns emerged: being in service of others and being knowledgeable collaborative leaders. These entailed an intentional engagement in relationships with patients, which required attention to the co-constructed relational space. The creative approaches used to facilitate students’ learning informed their awareness that led to their transformation. Implications Educating future nurses who are relational, person-centered practitioners requires a holistic approach to teaching/learning which also includes creative self-expression.

Emerging themes in distance learning research and practice: some food for thought

2002 ◽  
Vol 4 (2) ◽  
pp. 135-153 ◽  
Author(s):  
Eduardo Salas ◽  
Mary P. Kosarzycki ◽  
C. Shawn Burke ◽  
Stephen M. Fiore ◽  
Dianna L. Stone
Keyword(s):  
Distance Learning ◽  
Research And Practice ◽  
Learning Research ◽  
Emerging Themes

Mental health challenges for the Netherlands: Research and practice

2004 ◽  
Vol 13 (1) ◽  
pp. 55-58
Author(s):  
Jim van Os ◽  
Marcel Hilwig ◽  
Philippe Delespaul
Keyword(s):  
Mental Health ◽  
The Netherlands ◽  
Research And Practice ◽  
Mental Health Challenges

Interprofessional Care: Patient Experience Stories

2015 ◽  
Vol 5 (2) ◽  
pp. 78-87
Author(s):  
Kateryna Metersky ◽  
Jasna K. Schwind
Keyword(s):  
Narrative Inquiry ◽  
Care Delivery ◽  
Health Care Expenditures ◽  
Care Patient ◽  
Care Practice ◽  
Research Approach ◽  
Interprofessional Team ◽  
Interprofessional Care ◽  
Patient Health ◽  
Creative Self

Interprofessional care (IPC) has been discussed in the literature as having the ability to lower health care expenditures, decrease wait times, enhance patient health outcomes and increase healthcare provider (HCP) satisfaction with care-delivery. To date, limited research has been conducted on patients’ experiences of receiving IPC. Using Connelly and Clandinin’s Narrative Inquiry qualitative research approach, three participants were invited to engage in a modified version of Schwind’s Narrative Reflective Process, a creative self-expression tool that utilizes storytelling, metaphor selection, drawing, creative writing and reflective dialogue. Participants shared their stories, and selected and drew metaphors that best represent for them their experiences of receiving IPC. They were also asked whether or not they believe person-centered care was delivered to them. Collected stories were analyzed as per the three common places of Narrative Inquiry: temporality, sociality and place, as well as the three levels of justification: personal, practical and social. Told stories were examined through the theoretical lens of the National Canadian Interprofessional Competency Framework. Three narrative threads emerged within this study: communication, interprofessional team composition, and patient within interprofessional team. The findings appear helpful to inform educators, HCP, policy makers, and researchers, as they strive to enhance person-centered interprofessional care practice. For patients, a clear opportunity for their voices to be heard has been outlined.

Pupils' Creative Self-Expression in Visual Art

2021 ◽  
Vol 12 (3) ◽  
pp. 29-37
Author(s):  
Daiga Kaleja-Gasparovica
Keyword(s):  
Prospective Teachers ◽  
Visual Art ◽  
Teaching Practice ◽  
Basic Education ◽  
Research Problem ◽  
Study Process ◽  
Pupil Learning ◽  
The Individual ◽  
Creative Self ◽  
Teaching Learning

The study is devoted to the organization of the teaching/learning content of visual art and self-expression process in practice. The article, based on theory, explains creative self-expression in the context of pupil's meaningful learning, based on the new education policy and the developed guidelines in basic education. The individual experience of prospective primary school teachers and their understanding of self-expression in visual art has been clarified during the reflection and pedagogical observation in the study process in methods of teaching visual art which led to stating the research problem. The theoretical account offered in the article reveals pedagogical possibilities for prospective teachers to organize purposefully self-expression classes in visual art during the teaching practice so that the pupil, learning visual art without professional literacy in art, improved his/her transversal skills acquiring the experience of self-guided learning, critical thinking and problem-solving, innovation, cooperation, and civic participation.

scholarly journals Teaching/Research Project “Wheelmap”

2018 ◽  
Vol 1 ◽  
pp. 1-2
Author(s):  
Andreas Gollenstede
Keyword(s):  
Research Methods ◽  
Research Project ◽  
Close Link ◽  
Wheelchair Users ◽  
Research And Teaching ◽  
Teaching Research ◽  
Scientific Project ◽  
Teaching Learning ◽  
Specific Project ◽  
People With Impairments

In recent years new didactic concepts and approaches have been developed and evaluated at the universities. The concept for cartography lectures presented in this article is based on the close link of research and teaching/learning. The students are involved in all essential steps of a scientific project taking place during a series of lectures – beginning with the development of the scientific issues, followed by the choice and execution of the research methods and finally the presentation of the achieved outcomes. The specific project introduced here is based on self-experiments in which students took the perspective of wheelchair users entrusted with the task to map places, which are accessible for people with impairments. Among others, the goal set for the students was to develop an appropriate concept for the mobile acquisition of data and to visualise the final results by different methods of cartography.

scholarly journals To Where Teachers Learn: Following the Yellow Brick Road

2014 ◽  
Vol 8 (1) ◽  
pp. 193-211
Author(s):  
Narrative Inquiry Group
Keyword(s):  
Professional Development ◽  
High School ◽  
Teacher Education ◽  
Narrative Inquiry ◽  
Learning Community ◽  
Research And Practice ◽  
Inquiry Group ◽  
Collective Experience ◽  
Group A

This article describes the journey of The Narrative Inquiry Group, a community of high school educators engaged in embedded, self-directed professional development. Our approaches include professional conversation, narrative inquiry, and literary métissage, and our results consist of productions representative of our selves, learning, and practices. We would suggest that our inquiries map the path of individual and collective experience, and illustrate the value of being self-critical within the safety of a learning community. In addition, we hope to inform others’ research and practice, and those with an interest in teacher education, of the importance of understanding the experience of educators engaging in inquiry.

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