Narrative as a pedagogical tool - an experience in Nursing

Introduction
Narrative as a methodological strategy for reflection and learning has been used in different scientific areas such as health and social sciences. This contribution to the development and deepening of human competences required in relationship-centred care professions is growing. The development of narrative competence seems to be particularly useful in deepening communication skills, professional growth based on reflection, building working communities in a multi-professional environment, and increased sensitivity to the reality of the "other", considering different perspectives in confrontation. Based on these assumptions, the nursing course curriculum integrated the use of narratives prepared by students about situations with a personal impact in the context of their clinical learning. Through detailed narratives, it is hoped that nursing students can become aware of the relevance of different learning/knowledge areas and learn to integrate them critically into their practice.
Goals and Methods
This study adopted a qualitative perspective and aimed to understand the impact of using this strategy on the development of narrative competence among nursing students. The information gathered through two Focus Groups (N=11) was analysed using Thematic Analysis.
Results
Three themes were particularly valued by the students regarding the use of narrative as a learning methodology: (i) relevant impact on personal development; (ii) relevant impact on professional and academic development; (iii) recommendation to reinforce its use in the context of nurse training.
Conclusions.
The use of narrative as a methodological strategy seems to foster the capacity for reflection and personal and professional development, crucial dimensions in the practice of care. In the context of nursing education, this strategy could be a valuable resource for developing the human competences that are essential to the act of caring.