Transforming the Nurse Educator: A Journey into Storytelling and Transformative Reflection

Transcription

1 Transforming the Nurse Educator: A Journey into Storytelling and Transformative Reflection Laura Fillmore, DNP, MSN, RN, CNE Dean, Faculty Chamberlain College of Nursing Candice Phillips, PhD, RN, APRN, CNM, CNE Faculty Development Specialist Chamberlain College of Nursing Kandyce Richards, PhD, MSN, RN, APN Faculty Development Specialist Chamberlain College of Nursing

2 Special Session Objectives Recognize the value of storytelling and critical reflection pedagogies to transform teaching practices Use storytelling to engage in a transformative learning experience Apply critical reflection to challenge assumptions, gather insights and raise questions about current teaching practices Generate shared meaning and collective wisdom 2

3 Absence of Conflict of Interest The speakers have no actual or potential conflict of interest or commercial sponsorship for this presentation. 3

4 Background Call to transform nursing education New Competencies Paradigm shift New vision 4

5 Ensuring Success in the Academic Role Prepares future educators Enriches competencies of experienced educators Leads to continuing commitment to the academic institution 5

6 Significance Little literature exists regarding: Developing educator competencies Socializing nurses to the educator role Facilitating ongoing role development 6

7 Enhanced Pedagogical Approach Art and science of nursing practice Teaching and learning process 7

8 Transformative Reflection - Storytelling 8

9 Transformative Learning through Storytelling 9

10 Transformative Learning through Storytelling 10

11 Transformative Reflection 11

12 Guiding Questions How are your feelings similar or different from those of the story character when you are faced with learning something new? Students often request PowerPoint lectures. How will you engage them in new teaching methods? How do your beliefs and values influence the way you feel about learning something new? 12

13 Dialogic Reflection 13

14 Purpose The purpose of this study was to investigate the effectiveness of individual and collective transformative reflection in challenging assumptions, gathering insights and raising questions about teaching practices. 14

15 Methods Intervention: Faculty Development Round Table using Storytelling and Transformative Reflection Questionnaire, post-round Table (N=40) 8 likert scale questions 2 open-ended questions 15

16 Round Table Questionnaire Results (N=40) Presented challenging tasks that helped me think differently about my teaching practice n=1 (2.5%) n=13 (32.5%) n=26 (65%) Great Extent Moderate Extent Slight Extent 16

17 Round Table Questionnaire Results (N=40) Employed strategies that actively engage the learner n=4 (10%) n=1 (2.5%) n=35 (87.5%) Great Extent Moderate Extent Slight Extent 17

18 Round Table Questionnaire Results (N=40) Promoted curiosity to expand my teaching practice n=4 (10%) n=1 (2.5%) n=35 (87.5%) Great Extent Moderate Extent Slight Extent 18

19 Conclusions Storytelling and Transformative Reflection: Are effective and essential for faculty to confront and resolve actual and desired teaching practices Facilitates self-awareness, questions assumptions and nurtures ideas about personal and professional growth 19

20 Implications for Nursing Education Storytelling and critical reflection appear to be effective pedagogies to transform nursing education 20

21 Questions & Answers Chamberlain College of Nursing, LLC. All rights reserved. 0114ccn

22 References Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press. Bass, R. (2012). Disrupting ourselves: The problem of learning in higher education. Educause Review, March/April, Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010) Educating nurses: A call for radical transformation. San Francisco, CA: Jossey-Bass. Cohen, A.M., & Kisker, C.B. (2010). The shaping of American higher education: Emergence and growth of the contemporary system. (2nd ed.). San Francisco, CA: Jossey-Bass Fairbrother, G., Rafferty, R., Woods, A., Tyler, V., & Howell, W. (2015). Commencing a nurse education role development journey in a regional Australian health district: Results from a mixed method baseline inquiry. Journal of Nursing and Education and Practice, 5(8),

23 References Felver, F., Gaines, B., Heims, M., Lasater, K., Lausten, G., Lynch, M., Tanner, C. (2010). Best practices in teaching and learning in nursing education. New York, NY: National League for Nursing. Halstead, J. (2007). Nurse educator competencies: Creating an evidence-based practice for nurse educators. New York, NY: National League for Nursing. Hutchings, P., Huber, M.T., & Ciccone, A. (2011). The scholarship of teaching and learning reconsidered: Institutional integration and impact. San Francisco, CA: Jossey-Bass. Institute of Medicine (2003). Health professions education: A bridge to quality. Washington, DC: National Academies Press. Institute of Medicine (2010). The future of nursing, leading change, advancing health. Washington, DC: National Academies Press. Kuiper, R. (2012). Expanding the repertoire of teaching and learning strategies for nurse educators: Introducing interpretive pedagogies in an online graduate nurse education course. Nursing Education Perspectives, 33(5),

24 References McComish, D., & Parson, J. (2013). Transformational learning and teacher collaborative communities. New Zealand Journal of Teachers Work, 10(2), McDrury, J. & Alterio, M. (2003). Learning through storytelling in higher education. London: Kogan Page. National League for Nursing. Task Group on Nurse Educator Competencies. (2005). Competencies for nurse educators. New York, NY: Author. National Research Council. Committee on Developments in the Science of Learning. (2000). How people learn: Brain, mind, experience, and school: Expanded Edition. Washington, DC: The National Academies Press. Sherwood, G. & Horton-Deutsch, S. (Eds.) (2012). Reflective practice: Transforming education and improving outcomes. Indianapolis: Sigma Theta Tau Press. 24