Storytelling during Clinical Facilitation - An Arts Informed Narrative Inquiry

This abstract was prepared for the inaugural 'HDR Student Conference', Flinders University, November 2018. Copyright © the authorIntroduction/Background Literature The theory of caring is central to nursing practice. Listening to the patient's story requires the student to care. Observations as a clinical educator indicate that students find learning to care a complex and challenging experience. Arts based pedagogy in nurse education is particularly useful for learning within the affective domain. A more creative approach to reflection would benefit the exploration of caring encounters. This research project aims to explore the use of narrative reflection during clinical facilitation. Methodology: Arts Informed Narrative Inquiry Methods/Design: Setting: To be conducted throughout acute care clinical placements during weekly group clinical facilitation sessions. Sampling: Flinders University undergraduate nurses of any year level. 6-10 participants required. Ethics: Approved, conditional to data collection and analysis not undertaken until completion of each student placement. Data Collection: Focus Group discussions, on the final day of their placement, de-identified reflections, an individual phone or face to face interview will also be conducted, recorded and transcribed and researcher Field Notes. Data analysis: Application of Clandinin and Connelly's method of Narrative Inquiry. Arts-informed includes the analysis of the creative reflections. Findings/ Results: Nil to date Conclusion/ Summary: Nil to date Implications/recommendations for: Nil to dat