It Gets Easier: The Examined Life Conference 2018, Day 3

On the last day of The Examined Life Conference, presenters and MDs challenged me to keep going and to keep improving.

In the morning, Dr. Ann Green and Dr. Edward Fristrom lead a workshop highlighting their work with pre-med students. Their work centers around listening and narrative skills. This seems essential, but it’s even more important when dealing with younger students who tend to save the world first and ask questions later.
Continue Reading “It Gets Easier: The Examined Life Conference 2018, Day 3”

Thursday Review: “Restoring the Patient’s Voice: The Therapeutics of Illness Narratives”

The bulk of my work is wrapped up in teaching how stories can be useful in clinical situations. I believe that stories and storytelling make life better and more meaningful. I tend, though, to downplay narrative work that can’t explicitly help doctors, nurses, and administrators serve patients more effectively. I suppose that comes from a need to show healthcare professionals the value of medical humanities.

The way that Dr. Jurate A. Sakalys writes about the need to simply let patients talk, though, is a good challenge for me. Writing in the Journal of Holistic Nursing, Sakalys brings up several themes which have come up in the context of patient-provider communication. The focus of the article, though, is on why those narratives are healthy for the patient.

Continue Reading “Thursday Review: “Restoring the Patient’s Voice: The Therapeutics of Illness Narratives””

Thursday Review: “Enabling Narrative Pedagogy: Listening in Nursing Education”

Writing in the journal Humanities, Wendy Bowles addresses the question, How do nurse educators who enable Narrative Pedagogy experience Listening: knowing and connecting?

This article discusses the education of nurses in light of the “Concernful Practices” framework for Narrative Pedagogy, and centers on its “Listening: knowing and connecting” element. Bowles specifically presents how “Listening as Dialog” is present in nurse educators who implement Narrative Pedagogy strategies. Bowles is specifically addressing one facet of one element of an academic classification aimed at one specific profession.

If that sounds like a niche presentation, you’d be right. Bowles work exists inside the discussion of a specific set of tools. After reading the paper, though, let me see if I can zoom out, and give a broader context for why I think some of the elements Bowles writes about are compelling.

Continue Reading “Thursday Review: “Enabling Narrative Pedagogy: Listening in Nursing Education””