Evaluating the use of narrative pedagogy in person-centred care and human factors in perioperative practice education

Background: There is an international effort to develop understanding from human factors theory and implement this in healthcare to improve person-centred care and patient safety. Aim: This project aimed to evaluate the use of narrative pedagogy to teach human factors to perioperative personnel in the workplace. Methods: Using the action research model, an interactive learning session based on lessons from serious incidents was developed and delivered to perioperative staff in an NHS Trust within a practice development programme. Data were collected in the form of questionnaires and peer reviews to evaluate the learning session, and thematically analysed. Findings: The use of narrative pedagogy to explore human factors theory empowered participants to speak up, and this influenced the workplace safety culture. Conclusion: Narrative pedagogy reconnects healthcare employees with compassionate approaches to person-centred care, and this provides powerful motivation to improve the safety culture. Further studies should focus on different applications of narrative pedagogy in workplace learning, and creative approaches to teaching human factors. Implications for practice: • Narrative pedagogy can be a conduit to develop person-centred practice • Engaging staff through interactive practice development sessions can encourage expansive learning about human factors and their application in practice • Narrative pedagogy motivates healthcare staff to improve the safety culture in practice

Exploring narrative pedagogy: Story, teaching, and the development of virtue

In our ever more connected and open-access world, the vocation of teaching continually strives to rearticulate its significance. This study contributes to such ventures by drawing upon recent theology, psychology, philosophy, and literary theory to envision instruction as a uniquely narratival and virtue-formative practice, especially in Christian educational contexts. Four distinctly narratival-pedagogical approaches are illustrated, followed by a discussion of their capability for instilling and cultivating diverse intellectual virtues.

AS ESCRITAS DE SI E OS EFEITOS MOBILIZADORES DA FORMAÇÃO DOCENTE EM NARRATIVAS (AUTO)BIOGRÁFICAS

This text is configured as a theoretical-bibliographic research, emphasizing thenarrative (auto) biographical approach to think about the processes of teacher training based on the writings of themselves as contributing to the construction of knowledge, knowledge and transformations that this can provide. We propose to question as a research problem: What are the contributions of the writings of oneself in the teacher education processes woven into (auto) biographical narratives? In view of the above, we weave as objectives of this article: to understand the historical-epistemologicalaspects of the field of (auto) biographical narratives in Brazil; understand the movement of professional teaching training mediated by the narrative writings of themselves, as well as reflect on the contributions of the (self) biographical narratives written in the process of teacher training and professional development. The theoretical-epistemological foundation of this text is based on the principles of the narrative (auto) biographical approach to which we are researchers in this area. The results of the study reveal that the challenge posed in the process of teacher training in the context of a narrative pedagogy, is the adoption of methodological devices in pedagogical practice by teacher trainers, with the use of narrative writings of themselves, which can be undertaken by the trainer himself, in dialogue with students in training, so that they create a culture of writing, and can contribute to their formative process by building knowledge and knowledge necessary for the profession that will accompany them, including, in the professional development of teachers when they are working in the area.

Breaking Bad

Breaking Bad is an American television crime dramatic series created and developed by Vince Gilligan. The series aired on AMC cable channel from 20 January 2008 to 29 September 2013 and reflected American middle-class anxieties during the period of the Great Recession (2007–2009). Many TV critics consider Breaking Bad to be one of the best television series of all time. Breaking Bad tells the story of Walter White (Bryan Cranston), a put-upon, underpaid high school chemistry teacher, who upon learning that he has stage 3 lung cancer decides to begin making and selling crystal methamphetamine with Jesse Pinkman, a former student, to secure his (White’s) family’s financial future. The series title is derived from a southern US colloquialism, “breaking bad,” which signifies a person who has decided to follow a life of crime or immorality. Gilligan has described White’s character transformation as being from the reserved schoolteacher Mr. Chips to the brutal drug lord Scarface. The series is set in Albuquerque, New Mexico. The program’s recurrent images of wide-open western vistas, deserts, and rugged outlaws have led some critics to label the series a modern neo-western. The show has fostered a strong audience following that has allowed Gilligan and AMC to produce the spin-off, prequel series Better Call Saul in 2015 and a sequel film, El Camino: A Breaking Bad Movie, released on Netflix and select theaters in 2019. Sony Entertainment Television produced a Spanish-language version of the series, titled Metástasis, in 2014. Breaking Bad has served as fodder for important scholarship in media studies, cultural studies, and film and television studies. Scholars have focused their work on a range of topics, including Disability and Impairment, Economics and Social Class, Gender, Genre and Narrative, Pedagogy, Production Culture, Race and Ethnicity, and Science.

You Learn When You Teach: A Narrative Pedagogy for Faculty and Doctoral-Level Student Teaching Assistants

The purpose of this study was to understand the meaning of online co-teaching for PhD faculty and teaching assistants (TAs). Narrative pedagogy underpinned the inquiry, which was designed to advance the discourse on mentorship of PhD future faculty. A faculty member and TA authors kept concurrent weekly journals or after-the-fact written reflections. The authors analyzed data as a team using a five-phase interpretive phenomenological analysis process to interpret the meaning of co-teaching for faculty and TAs. Lines of inquiry, central concerns, exemplars, shared meanings, and paradigm cases supported the overall interpretation, “You Learn When You Teach.” Co-mentorship should be a requirement for nursing faculty preparation programs. Five strategies for ensuring success of PhD nursing students’ development as professional nurse scholars are recommended. Doctoral programs (e.g., PhD; DNP) would benefit from a unified approach to faculty preparation, guided by theories such as narrative pedagogy.

Implementing Narrative-Pedagogical Approaches in a Teacher Education Classroom

Preservice teachers can no longer be prepared using conventional teaching approaches as these are inadequate to equip them with the necessary knowledge and skills they require to perform the tasks of teaching effectively. Teacher educators need to use new pedagogies, and narrative pedagogy is seen as a teaching method which can better prepare preservice teachers for the challenging classrooms of today. My study explored nine preservice teachers’ experiences after the enactment of a narrative pedagogical approach in one of their courses within their teacher education program. I used Ricoeur’s framework of the prefigured and configured arena of education to analyse the rich interview and reflective data which emerged. Three themes for the prefigured arena emerged: (a) feeling the sense of responsibility, (b) feeling anxious, and (c) feeling the lack of experience and confidence. Similarly, three themes were found for the configured arena: (a) learning through emotions, (b) learning through insights, and (c) learning through discussion. The preservice teachers have interpreted and discussed “lived” stories and this has shifted the way they think about teaching. The results do offer teacher educators and educational stakeholders a stepping-stone to further pedagogical insight into using narrative pedagogy in teacher education.