Narrative pedagogy amidst program accountability: Helping nontraditional nursing students who must repeat a course

This article advocates for expanding the use of narrative pedagogy in associate degree nursing programs to better meet the needs of nontraditional nursing students in an educational setting shaped by the philosophy of behaviorism and focused on outcomes. We draw upon examples from a qualitative stud...

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Bibliographic Details
Published inTeaching and learning in nursing Vol. 10; no. 4; pp. 161 - 168
Main Authors Crow, Deborah E., Bailey, Lucy E.
Format Journal Article
LanguageEnglish
Published Elsevier Inc 01.10.2015
Subjects
Associate degree
Attrition
Narrative pedagogy
Nursing
Nursing education
Progression policy
United States > US
Nursing education
Associate degree
Nursing
Progression policy
Narrative pedagogy
Attrition
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Summary:This article advocates for expanding the use of narrative pedagogy in associate degree nursing programs to better meet the needs of nontraditional nursing students in an educational setting shaped by the philosophy of behaviorism and focused on outcomes. We draw upon examples from a qualitative study of students who are repeating a nursing course to suggest that faculty heighten their attention to practicing concernfully in relationships with students and regarding administration of progression policies.
Bibliography:ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 23
ISSN:1557-3087
1557-2013
DOI:10.1016/j.teln.2015.05.003