Dr. Florriann Fehr Michelle Funk Once Upon a Time: Encouraging cultural reflection through storytelling Once upon a time… …the School of Nursing at TRU created an assignment that required nursing students to reflect on a patient’s story through a culturally sensitive lens……….. Relational Practice Course Purpose of assignment: Reflection on communication and personal meaning through a real and virtual exploration… • • • Prepare nurses to care in a culturally sensitive way within a complicated and complex health system Elaborate on communication skills and culturally safe bedside manner Experience empathy virtually Rewrite - What if you could do it all over again? Chapter One: Non-Fiction: An unpleasant situation with healthcare from “others” Chapter Two: Fiction: A pleasant situation with healthcare based on “self as nurse” Chapter Three: Bridging non-fiction with fiction: Critical Thinking/Theory – “so what” Chapter One: Client’s perspective • The tale of a negative/challenging encounter between a patient and health care • Skills required by student: Active listening, validation, inquiry, humility, creativity, and storytelling Chapter 2: Student nurse fantasy perspective • Reflect how you would do it differently… • Take the place of the nurse and turn the story into a positive experience • Outcomes – realistic and sound, encouraging intercultural nursing process Chapter 3: Theoretical Integration • Embrace critical thinking and rationalize the fantasy • What theory content was used and why? Articulation of Theory • Empathy • Therapeutic communication • “Ism’s” • Assertive communication with team, family, peers • Courageously self reflected and considered Indigenous issues • Emulated professionalism and intercultural nursing • Acknowledged their part as health care team in Chapter One • Discovered role responsibility and collaboration of a Registered Nurse THE END • “I was astounded by my interviewees story,…it made me realize that these situations do occur and it is not just a case study” • “Loved taking a real situation and analyzing my own practice” • “The smallest things can have the biggest impact” • “Therapeutic for the person I was interviewing” • “Opened my eyes to the strengths and weaknesses in the health care system” • “Family members matter to as they have a vested interest – they are patient” • “Perception of how we are caring as nurses can be viewed differently when patients feel vulnerable” Storytelling websites • http://www.csd.uwa.edu.au/altmodes/to_delivery/storytelling.html • http://www-writing.berkeley.edu/TESL-EJ/ej16/int.html • http://www.educ.sfu.ca/people/faculty/kegan/MemoryIm.html • http://falcon.jmu.edu/%7Eramseyil/storyreference.htm • http://www.opc.on.ca/pubs/stories • http://www.scu.edu.au/schools/edu/projects/storytelling • http://makingstories.net • http://storywise.com • http://www.deakin.edu.au/edu/crt_pe/teaching/journals.htm • http://www.dstory.com/ • http://www.storycenter.org/ Reference List Benner, P. (1984). From Novice to Expert. Menlo Park: Addison-Wesley. Fairbain, G. & Carson, A. (2002). Writing about nursing research: A storytelling approach. Nurse Researcher 10. 7-14. Geannellos, R. (1996). Storytelling: A teaching-learning technique. Contemporary Nursing. 5(1). 28-35. McCance, T. McKenna, H., Boore, J. (2001). Exploring caring using narrative methodology: An analysis of the approach. Journal of Advanced Nursing. 33(3). 350-356. McDrury, J. and Alterio, M. G. (2001) 'Achieving reflective learning using storytelling pathways.' Innovations in Education and Training International, 38(1): 62-73. McDrury, J and Alterio, M. G (2002) Learning through Storytelling: using reflection and experience in higher education contexts. Palmerston North: Dunmore Press. Ritchie, M. (2001). Faculty and student dialogue through journal writing. Journal of Specialists in Pediatric Nursing. 8(1). 5-12. Skott, C. (2003). Storied ethics: Conversations in nursing care. Nursing ethics. 10(4). 368-376. Towle, A, and Breda, K. (2014). Teaching the millennial nursing school: using a “flipping the classroom” model. Nursing and Health, 2(6) 107-114.