Learning Experiences of Nursing Students from Classroom Storytelling by Parents of Children with Disabilities
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Purpose The aim of this paper was to explore the learning experiences of post-registration nursing students who listened to parents' classroom storytelling about their children with disabilities. Background The nursing education literature provides little information about using movies, books, or case studies as teaching tools. Nurse educators should use a variety of teaching methods to enhance students' learning and clinical competencies. Method For this qualitative study, focus group interviews were used and guided by a set of semi-structured questions. Data were collected in 2009 from nursing students at a university in a metropolitan area of central Taiwan. Of 156 students enrolled in three classes on paediatric nursing, 34 volunteered to share their learning experiences from the storytelling lesson. Results Analysis of the focus group interview content revealed three main themes: facing again the important issues (psychological, caring, and cultural) in nursing care, enhancing learning interest and comprehensive learning, and cherishing their lives. Conclusions The teaching strategy of parents telling their stories in the classroom helped students to reflect on their nursing work experience from the parents' perspective. Such reflection not only enhanced students' professional capabilities and ensured that knowledge was put into clinical practice, but also added meaning to their lives by helping them to cherish their lives.
Cheng Ching Medical Journal
Nursing not elsewhere classified