SYMPOSIUM
N A R R AT I V E P E D A G O G Y, T E C H N O L O G Y,
A N D C U R R I C U L U M T R A N S F O R M AT I O N
I N N U R S I N G E D U C AT I O N
RUTH N. GRENDELL
Technology has the capacity to make learning more ef-
ficient, but educators often overlook the role of tech-
nology in making learning personal, human,
immediate, and memorable. In the remarks that follow,
I share ideas on combining narrative pedagogy with
technology to transform curriculum and increase edu-
cational effectiveness. My examples are taken from the
field of nursing education, but they could also apply to
many other fields.
Narrative Pedagogy in Nursing
Storytelling has been used for centuries as an effective
method for teaching and for transferring information.
It promotes a personal association as the listener visu-
alizes the story’s characters and surrounding events. Lis-
teners often have vivid recall of narrative details long
after the story is told. The meaning of the story is dis-
covered through reflection and interpretation.
The case study, a form of storytelling, is a traditional
method for conveying a holistic perspective about an
individual or group. In health care, the case study in-
cludes bio-psychosocial information and clues regard-
ing patients’ strengths and special needs. Ethical,
cultural, and other complex personal issues are fre-
quently presented in a case study.
The use of narrative pedagogy has become popular
among many nursing scholars and practitioners in the
United States and abroad (Diekelmann, Ironside, &
Gunn, 2005; Ironside, 2006; McAllister et al., 2009).
Narrative pedagogy is a research-based interpretive
phenomenological framework that permits a student-
centered approach to learning in a communal environ-
ment where instructors, students, and clinicians pool
their wisdom in interpreting the many facets of a situ-
ation. Narrative pedagogy is effective for teaching com-
plex thinking skills because it encourages students to
“challenge their assumptions and think through and in-
terpret situations they encounter from multiple per-
spectives” (Ironside, 2006, p. 478). According to
McAllister et al. (2009), narrative pedagogy goes be-
yond understanding a situation; it promotes discovery
of actions to solve problems.
Narrative pedagogy can be a powerful approach to
nursing education. The vision for a radical transforma-
tion of nursing education began in the 1980s (Benner,
Sutphen, Leonard, & Day, 2009; Diekelmann et al.,
2005; Lindemann, 2000). Some content was changed,
theories were introduced as curriculum frameworks, and
outcome-based objectives were added. However, nurs-
ing education continued to be primarily based on the
medical model of treating disease rather than proac-
tively managing a complex set of bio-psychosocial issues.
The traditional nursing curriculum is not sufficient to
prepare nurse graduates to meet the complex
patient/client-centered health care needs of the 21st
century.
The National League for Nursing’s 2005 position
statement recommended a research- or evidence-based
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 SYMPOSIUM
curriculum with students as active participants in learn-
ing. The goal was for graduates to demonstrate compe-
tence in multiple and complex situations. Nursing
educators are expected to integrate technology and pro-
vide educational experiences along the life continuum
(National League for Nursing). A recent press release
from the American Association of Colleges in Nursing
(2010) reported that a 20% increase in doctoral-level
nursing programs is preparing learners for advanced
practice roles as scientists, faculty, specialists, adminis-
trators, and primary care providers. Margaret Bisognano
(2010), the executive vice president of the Institute for
Healthcare Improvement, confirmed that skilled nurs-
ing professionals are crucial in providing quality health
care. Narrative pedagogy can enhance research-based
curricula, especially through use of innovative tech-
nologies that promote holistic thinking and problem
solving, to prepare nursing students for the complexity
of the profession.
Technology
A variety of technologies exist to serve diverse patient
needs: simulations, mobile handheld devices, Web-based
tools for information sharing, and software packages
with audio and visual methods for presenting informa-
tion to individuals with special needs—to name only a
few. Gazarian (2010) explained how digital stories can
integrate computer-based tools into narrative pedagogy.
Using this approach, for example, course assignments
would require nursing students to select one of their
clinical experiences for in-depth exploration as the basis
for creating a digital story. Students would bring a va-
riety of technical skills, and collaborating on the as-
signment would promote sharing expertise. The
assignment would include searching various websites
related to digital storytelling. The initial attempt at cre-
ating the story might be in a simple Microsoft Power-
Point format; however, students would be aware of
other technological methods.
Two additional examples of technology to incorpo-
rate into nursing education are evolving simulations and
digital reflective journals. A major advantage of simu-
lation scenarios is that an individual or group can start
and stop to reflect and discuss the rationale for actions.
Digital reflective journaling could be introduced as a
66 JOURNAL OF LEADERSHIP STUDIES • Volume 4 • Number 4 • DOI:10.1002/jls
weekly process for every student to record personal
growth and the cognitive and affective responses to the
learning. Students could also create personal digital
portfolios containing a collection of assignments that
the student perceives as the best evidence of meeting
the course objectives in each class.
Curriculum Transformation
Today’s learners demand more sophisticated educational
approaches. Partnerships in learning among peers and
with teachers and clinicians is an effective method to
meet learners’ needs. Current pedagogies reflect a shift
away from the teacher as director of learning and to-
ward a self-directed and participative learner (Brown,
Kirkpatrick, Mangum, & Avery, 2008).
Nurses must be involved in any health care improve-
ment initiative (Bisognano, 2010). A new blueprint for
nursing education and practice will require expertise in
caring for an aging population, in direct attention to
the growing complexity of patients’ needs, and in
shorter hospital stays that imply less time to accomplish
important interventions and discharge planning. Col-
laborative efforts with multidisciplinary teams, follow-
through case management, and continuity of care are
essential elements of quality health care. Currently, dis-
semination of new data and practice models from the
experimental stage to implementation in the practice
setting can take several years. Bisognano advocated start-
ing a national learning system that will make all new
data and recommended interventions readily accessible
for all care providers.
Benner and colleagues (2009) advocated a radical
transformation in educating nurses. Nurses must be
equipped to collaborate with other professions to en-
sure quality in every aspect of client-centered care. Col-
laboration is an essential aspect of interdisciplinary
education programs, at every level. The diversity in the
student population brings different attitudes, values,
and concerns to the classroom. Through a combination
of narrative pedagogies and technology, nursing educa-
tors can transform curriculum to improve the effec-
tiveness of learning outcomes. By means of digital
storytelling and reflective journaling, nursing students
can discover the influence of culture on values, beliefs,
behaviors, and relationships. Educational strategies that
 SYMPOSIUM
support a more holistic approach to patient-centered
care can enable nurses to help patients cope with events
throughout the life continuum, rather than focusing
only on a disease process.
References
American Association of Colleges in Nursing. (2010, March 4).
New AACN data show growth in doctoral nursing programs.
Retrieved from www.aacn.nche.edu
Benner, P., Sutphen, M., Leonard, V., & Day, L. (2009). Ed-
ucating nurses: A call for radical transformation. San Francisco,
CA: Jossey-Bass.
Bisognano, M. (2010). Nursing’s role in transforming health-
care. Healthcare Executive, 25(2), 84, 86–87.
Brown, S. T., Kirkpatrick, M. K., Mangum, D., & Avery, J.
(2008). A review of narrative pedagogy strategies to trans-
form traditional nursing education. Journal of Nursing Edu-
cation, 47(6), 283–286.
Diekelmann, N., Ironside, P., & Gunn, J. (2005). Recalling
the curriculum revolution: Innovation with research. Nurs-
ing Education Perspectives, 26(2), 70–77.
JOURNAL OF LEADERSHIP STUDIES • Volume 4 • Number 4 • DOI:10.1002/jls
Gazarian, P. (2010). Digital stories: Incorporating narrative
pedagogy. Journal of Nursing Education, 49(5), 287–290.
Ironside, P. M. (2006). Using narrative pedagogy: Learning
and practicing interpretive thinking. Journal of Advanced
Nursing, 55(4), 478–486.
Lindemann, C. A. (2000). The future of nursing. Journal of
Nursing Education, 39(1), 5–12.
McAllister, M., Tracey, J., Gray, M., Williams, L., Barnes, M.,
Allan, J., & Rowe, J. (2009). Adopting narrative pedagogy
to improve the student learning experience in a regional Aus-
tralian University. Contemporary Nurse, 32(1–2), 156–165.
National League for Nursing. (2005). Position statement:
Transforming nursing education. New York: Author. Retrieved
from www.nln.org
Ruth N. Grendell earned a Doctorate in Nursing Science
from the University of San Diego. She is Professor Emerita
of Point Loma Nazarene University in San Diego. She can
be contacted via e-mail at ruthgrendell@cox.net.
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