Abstract
This column provides a report of the effectiveness of a nursing program in Hong Kong that used narrative pedagogy. The comments of 12 recent graduates from a postgraduate baccalaureate nursing degree program who were willing to participate in a series of focus group meetings were included. The findings show that nursing education based on a human science paradigm helped form the professional nursing identity of the graduates, as they continued retelling, reliving, and reflecting on their caring narratives. A pragmatic approach to theory-enhanced practice is helpful for nursing graduates to sustain their caring practice.
Original language | English |
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Pages (from-to) | 261-267 |
Number of pages | 7 |
Journal | Nursing Science Quarterly |
Volume | 21 |
Issue number | 3 |
DOIs | |
Publication status | Published - 1 Jul 2008 |
Keywords
- Hong Kong
- Narrative pedagogy
- Nursing
ASJC Scopus subject areas
- General Nursing