PNEIG September Workshop, Exploring Teaching-Learning in the Nursing Education Landscape through Arts-Informed Narrative Inquiry

by Admin on August 21, 2015

in Educational Opportunities


A workshop for nurse educators in both clinical and academic practice settings—interested in exploring new and emerging pedagogies that support learners in “constructing nursing identity and knowledge in enacting the humanness of care”

September 25th, 2015
Hyatt Regency, 370 King St. W, Toronto
1300-1630 with afternoon tea from 1600-1730
Fee of $25.00

gail-lindsay Dr-Jasna-K-Schwind

Dr. Gail Lindsay, RN, PhD
Associate Professor
University of Ontario Institute of Technology

Dr. Gail Lindsay’s clinical nursing practice is focused on children and their families living, in diverse settings, with issues of emotional health, heart disease and/or cancer. Her interests include: innovative nursing curriculum, program management in continuing education, teaching, and policy development in community organizations.

Dr. Jasna K. Schwind, RN, PhD
Associate Professor
Ryerson University

Dr. Jasna Schwind is focused on how nurses develop “personal and professional self within therapeutic relationships in nursing education and practice” and the “notion of humanness of care within person-centred contexts”

The professional knowledge landscape of teaching can be described through a metaphor that illuminates how received knowledge is funneled down the system as sacred stories while teachers live secret stories in their classrooms and/or clinical setting. Teachers manage the tension between sacred and secret stories through cover stories; stories that show how teachers position themselves to be acceptable, by doing what they think is expected of them. We believe teachers need times and places to share their secret stories, where they can learn with and from one another.

Nursing education has a history of encouraging students to know their patients and to negotiate the in-between of art/science, person/profession, and intuition/evidence. Nurse-teachers know that students may abandon some values and practices when they encounter practice environments that are complex and have competing agendas. We are concerned that nursing knowledge is often invisible in healthcare settings. Our research uses Arts-Informed Narrative Inquiry to explore how nursing students and nurses construct identity and knowledge in enacting the humanness of care. We want to understand the nursing standpoint on this significant ontological issue and to make nursing knowledge construction and utilization visible; illuminating how person-centred theory emerges from practice. This requires nurse-teachers to reflect on and reconstruct their experience as told in sacred, secret and cover stories.

In this workshop, we share a way to conceptualize the educational landscape and to think about who we are as nurse-teachers and curriculum developers. Through Arts-Informed Narrative Inquiry activities, we explore the intersection of person and environment and how we shape, and are shaped by, the teaching-learning landscape.


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