The phrase ‘flexible delivery ’ is sometimes mistakenly used only as a collective term for comput... more The phrase ‘flexible delivery ’ is sometimes mistakenly used only as a collective term for computer-based learning. This limited use of the term does flexible delivery a disservice. I have heard skilled lecturers dismiss the concept outright, perceiving it to imply a straight-jacket one-size-fits-all pedagogy rather than a responsive strategy, even their own, meeting individual student learning needs. Flexible delivery is about creatively adapting a range of methods and media to recognise diverse learning patterns amongst a broad and eclectic group of students, in ways that maximise student participation and learning. Furthermore, flexible delivery is about recognising that learning takes part outside formal course settings, resulting in flexible learning (Van den Brande 1993). Therefore, whilst computer and internet technology have value in flexible delivery, it is important lecturers seek tools that both work for students and support our teaching objectives. In the rush toward dig...
In this article we reflect on the concept of sustainability and in particular, sustainability wit... more In this article we reflect on the concept of sustainability and in particular, sustainability within our undergraduate nursing programme. Given the complexity of global environmental change and the prediction that this will impact on health, nurses need to be responsive, knowledgeable and prepared to act on these changes (Anåker and Elf, 2014). Therefore as nurse educators we are responsible for ensuring that undergraduate nursing students are prepared for this reality. Sustainability is a relatively new concept emerging in the discipline of nursing. It is a multifaceted concept embedded within a systems framework, influenced by international, national and local factors. The concept of sustainability can be difficult to articulate and to evidence in daily nursing practice. Student nurses at the School of Nursing, Otago Polytechnic, Dunedin, are expected to meet the graduate profile indicating that they are a sustainability-practicing graduate on completion of their degree programme....
Narrative pedagogy influences many areas of nursing education, with emphasis on the co-constructi... more Narrative pedagogy influences many areas of nursing education, with emphasis on the co-constructing of narrative between students, educators, and clinicians. Little has been written about published children's literature as a basis for narrative discussion in nursing education. This article describes how narrative pedagogy already works within nursing education and explores features of children's picture books that give them value as a narrative educational tool for nursing students, providing stories that encourage self-understanding and deconstruct the multiple realities of narratives about the human condition.
One way in which nursing students may build their practice is through reflective learning from st... more One way in which nursing students may build their practice is through reflective learning from stories. Stories in children's literature offer a special source of narratives that enable students to build empathy and to examine and reconstruct their personal concepts around human experience. Illustrated storybooks written for children are a particularly attractive teaching resource, as they tend to be short, interesting, colourful and easy to read. Yet, little has been written about using such books as a reflective learning tool for nursing students. In this article we describe how we use two children's books and McDrury and Alterio's (2002) 'Reflective Learning through Storytelling' model to educate first year nursing students about loss, grief and death.
The phrase ‘flexible delivery ’ is sometimes mistakenly used only as a collective term for comput... more The phrase ‘flexible delivery ’ is sometimes mistakenly used only as a collective term for computer-based learning. This limited use of the term does flexible delivery a disservice. I have heard skilled lecturers dismiss the concept outright, perceiving it to imply a straight-jacket one-size-fits-all pedagogy rather than a responsive strategy, even their own, meeting individual student learning needs. Flexible delivery is about creatively adapting a range of methods and media to recognise diverse learning patterns amongst a broad and eclectic group of students, in ways that maximise student participation and learning. Furthermore, flexible delivery is about recognising that learning takes part outside formal course settings, resulting in flexible learning (Van den Brande 1993). Therefore, whilst computer and internet technology have value in flexible delivery, it is important lecturers seek tools that both work for students and support our teaching objectives. In the rush toward dig...
In this article we reflect on the concept of sustainability and in particular, sustainability wit... more In this article we reflect on the concept of sustainability and in particular, sustainability within our undergraduate nursing programme. Given the complexity of global environmental change and the prediction that this will impact on health, nurses need to be responsive, knowledgeable and prepared to act on these changes (Anåker and Elf, 2014). Therefore as nurse educators we are responsible for ensuring that undergraduate nursing students are prepared for this reality. Sustainability is a relatively new concept emerging in the discipline of nursing. It is a multifaceted concept embedded within a systems framework, influenced by international, national and local factors. The concept of sustainability can be difficult to articulate and to evidence in daily nursing practice. Student nurses at the School of Nursing, Otago Polytechnic, Dunedin, are expected to meet the graduate profile indicating that they are a sustainability-practicing graduate on completion of their degree programme....
Narrative pedagogy influences many areas of nursing education, with emphasis on the co-constructi... more Narrative pedagogy influences many areas of nursing education, with emphasis on the co-constructing of narrative between students, educators, and clinicians. Little has been written about published children's literature as a basis for narrative discussion in nursing education. This article describes how narrative pedagogy already works within nursing education and explores features of children's picture books that give them value as a narrative educational tool for nursing students, providing stories that encourage self-understanding and deconstruct the multiple realities of narratives about the human condition.
One way in which nursing students may build their practice is through reflective learning from st... more One way in which nursing students may build their practice is through reflective learning from stories. Stories in children's literature offer a special source of narratives that enable students to build empathy and to examine and reconstruct their personal concepts around human experience. Illustrated storybooks written for children are a particularly attractive teaching resource, as they tend to be short, interesting, colourful and easy to read. Yet, little has been written about using such books as a reflective learning tool for nursing students. In this article we describe how we use two children's books and McDrury and Alterio's (2002) 'Reflective Learning through Storytelling' model to educate first year nursing students about loss, grief and death.
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