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Preparation for workplace adversity: Student narratives as a stimulus for learning

journal contribution
posted on 03.04.2018, 00:00 authored by J Hanson, Margaret McallisterMargaret Mcallister
Nursing students are not always well prepared for the kind of adverse events they may experience in the workplace and yet it seems apparent that future students could benefit from learning about such experiences so that they can be avoided, or their impact minimised. This research aimed to identify nursing students’ experiences of adversity, collaborate with students to discern important lessons for future students in their experiences, and make recommendations for other educators on how to use these adversity stories as lessons. Seven Australian nursing students were interviewed using critical incident technique consisting of 7 questions. This paper focuses on the responses to the questions: “Does this story's message have a place in the curriculum?” and “How would you teach this lesson?” Data were analysed using critical discourse analysis. Four recurring discourses emerged including: power relationships are a two-way street; learn from mistakes to prevent mistakes; begin cultural consciousness-raising in first year, first semester; and become critically self-aware. Narratives derived from original stories of adversity may be a valuable source of learning about the realities of the workplace but to benefit fully, educators need to assist students to notice and analyse embedded messages. © 2017 Elsevier Ltd

History

Volume

25

Start Page

89

End Page

95

Number of Pages

7

ISSN

1471-5953

Publisher

Elsevier, UK

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

University of the Sunshine Coast

Era Eligible

Yes

Journal

Nurse Education in Practice