Tell me! Learning from narratives: An evaluation of an educational programme on narrative inquiry for nursing home care students

Background:
Narratives have the potential to promote person-centred practice, yet few studies have been undertaken on the impact of a narrative approach on learning for care professionals or students.
With this in mind, we co-designed an educational programme on the use of older persons’ narratives for professionals in research, education and nursing.

Aims:
To investigate the impact of attending a narrative educational programme on the learning of nursing and healthcare assistant students, and on their person-centred practice. We also examined
what factors characterised and influenced this learning.

Methods:
This was a mixed-methods evaluation study. We evaluated the impact of a narrative educational programme on third-year healthcare assistant students and second-year nursing students.
Students were invited to complete a survey before and after the educational programme. After the
programme, we performed interviews with all the educators and some of the students.

Results:
Students’ learning from the narratives was varied, and there were differences in the extent to which the programme raised awareness. Some students demonstrated new understandings, actions and behaviours. Students self-reported that they had experienced learning related to 12 learning outcomes and to their person-centred practice. According to educators and students, this learning was experiential and reflective, and was influenced by the students’ level of participation, personal characteristics and openness to other perspectives, as well as the educators’ guidance and the workplace conditions.

Conclusion:
This study shows that the educational programme ‘Tell Me! Learning From Narratives’ can
contribute to the learning of healthcare assistant and nursing students in terms of their understanding of the field of narrative inquiry as well as the development of their person-centred practice. Providing
support for educators is a prerequisite for the programme to work.

Implications for practice:
• The programme has the potential to contribute to a person-centred care curriculum
• Self-evaluation, for example via the self-scan person-centred care survey in this study, prompts
awareness in students
• Educators should be supported in their use of a narrative approach, person-centred care values and didactic skills
• Educators should reflect the values of person-centred care in their practice and in their
relationships with students as role models