1. Phenomenological Pedagogy
Carlyn Haag, RN BSN CCRN
NSG 662
Fall 2014

2. Objectives Define phenomenological pedagogy.
Review the history of the development of phenomenological pedagogy.
Define the tenets of phenomenological pedagogy.
Discuss the advantages and disadvantages of this theory in nursing education.
Discuss application of this theory to nursing education, clinical practice, and what 21st century nursing education should look like.
Review lessons learned from phenomenological pedagogy in nursing education.
Demonstrate using narrative pedagogy as a means of teaching and learning.

3. What do you know about Phenomenological Pedagogy?

4. What is Phenomenological Pedagogy?
Phenomenology: “the study of structures of consciousness as experienced from the first person point of view (Smith, 2013).”
Pedagogy: a method of practice in teaching (Oxford University Press, 2014).
Phenomenology
Pedagogy
Learning from shared experiences

5. History of Theory Phenomenology:
Traced to Buddhist and Hindu philosophers (Smith, 2014).
Revisited by Descartes and Kant (Smith, 2014).

6. History of Theory…Continued
Dutch education model:
Introduced to western European education between (Van Manen, 1996).
Initial work centered around applying this to children by evaluating their play and how they learn from each others lived experiences (Van Manen, 1996).

7. History of Theory in Nursing Education
Exemplars
Primary Researchers
Nancy Diekelmann
Pamela Ironside
Nursing Theorists
Patricia Benner
Situated Learning
Shared Experiences
…Silence…

8. Tenets of Phenomenological Pedagogy
Centered on student-teacher relationship
Building a sense of trust in order to learn from each other
Open dialogue, storytelling, sharing of experiences

9. Advantages of Phenomenological Pedagogy
Builds a strong relationship between students and teachers
Helps to alleviate fears of inadequacy from students
Decreases potential for questions to go “un-asked”
Allows for mutual learning
not only from the teacher to the students, but the students to the teacher

10. Disadvantages of Phenomenological Pedagogy
Unscientific, romantic and nostalgic in nature
Story authenticity
Potentially threatening

11. Phenomenological Pedagogy Application to the Classroom
Narrative Pedagogy:
Subset of phenomenological pedagogy
Learning through story-telling
More talking, less writing!
Pamela Ironside
Must invite students in
Prepare for silence
Simulation
The art of debriefing
Image courtesy of Google Images

12. Phenomenological Pedagogy Application in the Clinical Setting
Journal Clubs
Group dynamic
Exemplars
Sharing clinical wisdom
Any Practice Discussion
Grand Rounds
Reflective Journaling

13. 21st Century Teaching and Learning: Application
“To create transformational educational experiences (Kelly, 2012)”.
Student demographics
Transition to concept-based educational formats
Decreasing content increases learning?

14. Phenomenological Pedagogy Lessons Learned
Ironside:
Transparency utilizing format (Ironside, 2014).
Educators must have training and comfort in utilizing narrative pedagogy (Ironside, 2014).
Limitations in simulation
Utilizing in conjunction with technology (Walsh, 2011).

15. Story Time…

16. Reflective Discussion Questions
1. How does this narrative create a transformational educational experience opportunity?
2. As an educator, how would you incorporate stories into your teaching?
3. If you were to adopt narrative pedagogy as a format for learning, what tools would you need to give your students so it would be successful?

17. References
Benner, P., Kyriakidis, P. H., & Stannard, D. (2011). Clinical wisdom and interventions in acute
and critical care. (2nd ed.) New York, NY: Springer Publishing, LLC
Bilodeau, I., Pepin, J., St-Louis, L. (2012). Journal club in a critical care unit: an innovative design
triggering learning through reading and dialogue. Dynamics: the journal of the Canadian association of nurses, 23 (1),
Diekelmann, N. (2001). Narrative pedagogy: Heideggerian hermeneutical analyses of lived
experiences of students, teachers, and clinicians. Advances in Nursing Science, 23(3),
Ironside, P. M., (2001). Creating a research base for nursing education: an interpretive review
of conventional, critical, feminist, postmodern, and phenomenological pedagogies. Advances in Nursing Science, 23 (3),
Ironside, P. M. (2014). Enabling narrative pedagogy: inviting, waiting, and letting be. Nursing
Education Perspectives, 35 (4),
Ironside, P. M., McNeilis, A. M., & Ebright, P., (2013). Clinical education in nursing: rethinking
practice settings. Nursing Outlook, 62 (3),
Kelly, K. (2012). To increase our understanding of what 21st century teaching and learning looks
like. PowerPoint lecture delivered by Nancy Michaela, September 4th, NSG 662, The Sage Colleges.

18. References Oxford University Press (2014). Retrieved from:
PubFacts, (2014). Nancy Diekelmann. Retrieved from
Smith, D. W., (2013). Phenomenology. The Stanford Encyclopedia of Philosophy. Retrieved
from:
Stanley, M. C. & Dougherty, J. P. (2010). A paradigm shift in nursing education: a new model.
Nursing Education Perspectives, 31 (6),
Van Manen, M., (1996). Phenomenological pedagogy and the question of meaning. Retrieved
from:
Walsh, M. (2011). Narrative pedagogy and simulation: future directions for nursing
education. Nurse Education in Practice, 11,