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
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
Absence of Conflict of Interest The speakers have no actual or potential conflict of interest or commercial sponsorship for this presentation. 3
Background Call to transform nursing education New Competencies Paradigm shift New vision 4
Ensuring Success in the Academic Role Prepares future educators Enriches competencies of experienced educators Leads to continuing commitment to the academic institution 5
Significance Little literature exists regarding: Developing educator competencies Socializing nurses to the educator role Facilitating ongoing role development 6
Enhanced Pedagogical Approach Art and science of nursing practice Teaching and learning process 7
Transformative Reflection - Storytelling 8
Transformative Learning through Storytelling 9
Transformative Learning through Storytelling 10
Transformative Reflection 11
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
Dialogic Reflection 13
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
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
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
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
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
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
Implications for Nursing Education Storytelling and critical reflection appear to be effective pedagogies to transform nursing education 20
Questions & Answers 21 2014 Chamberlain College of Nursing, LLC. All rights reserved. 0114ccn
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