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

, Nursing Department, OSU-Oklahoma City, United States ; , College of Education, Social Foundations and Qualitative Inquiry, Oklahoma State University, United States

Teaching and Learning in Nursing Volume 10, Number 4, ISSN 1557-3087 Publisher: Elsevier Ltd

Abstract

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.

Citation

Crow, D.E. & Bailey, L.E. (2015). Narrative pedagogy amidst program accountability: Helping nontraditional nursing students who must repeat a course. Teaching and Learning in Nursing, 10(4), 161-168. Elsevier Ltd. Retrieved March 28, 2024 from .

This record was imported from Teaching and Learning in Nursing on March 1, 2019. Teaching and Learning in Nursing is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.teln.2015.05.003

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