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Article published In: Narrative Inquiry
Vol. 32:2 (2022) ► pp.343–361

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Preparing students for intentional conversations with older adults

Putting Story Theory into action

ORCiD logo with link | Central Queensland University
 | Central Queensland University
ORCiD logo with link | Central Queensland University
 | Central Queensland University
Published online: 17 September 2020
DOI logo with link
https://doi.org/10.1075/ni.19096.rya
Abstract
This paper presents the findings from a study introducing nursing students to narrative production. The aim was to use Story Theory to inspire students to intentionally collaborate with older people and produce a mini-biography of those individuals. Narrative theory was utilised in four ways: designing an educational intervention; collecting and developing older peoples’ life stories; framing an understanding of the meaning of the stories collected; analysing the significance of the storytelling approach. The paper explains the study approach and findings and outlines the benefits as well as challenges that occurred during the process. Most particularly, the anthology produced has become a tangible reminder about a clinical practice that allowed students to meet frail aged residents and come to know them as vibrant human beings.
Article outline
  • Introduction
  • Method
    • Story theory
    • The educational innovation
      • The process of teaching about stories
      • The ways students collaboratively developed stories
  • Narrative analysis
  • Results
  • Reader responses
    • These responses indicated the anthology had value.
  • Discussion
  • Conclusion
  • References
References (38)
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Cattoni, Jan, Colleen Ryan, Craig Batty, Margaret McAllister & Joshua Nash
2022. Collaborative story development across the creative arts and nursing: reflections on a practice-based filmmaking research project. Media Practice and Education 23:4 ► pp. 329 ff. DOI logo

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