Our guest Blogger this week is Associate Professor Sarah O’Shea from the University of Wollongong. I have known Sarah for nearly ten years and for much of the time we lived next door to each other. Sarah and I have much in common … we were both the first in our families to attend university, both immigrants to Australia, both mums who struggled with ‘imposter syndrome’ as we juggled PhD candidature and full time work. Perhaps most important though is our shared commitment to student success and the incredible joy we experience when we watch our former students cross the stage at graduation, particularly when they have struggled with challenging life experiences.
Since moving to Wollongong Sarah’s academic journey has flourished and I have watched with admiration her inspirational First in the Family research. In this post Sarah shares Marlee’s story of transition to university, what it means to her and her family, and how it illustrates the types of hurdles that many first in family nursing students encounter.
This week I am delighted to introduce our guest blogger, Professor Margaret McAllister, a friend and warmly regarded colleague. Margaret is a gifted story teller and researcher whose written works and conference presentations are both engaging and provocative. In this post Margaret dispels some of the myths associated with ‘the good nurse’ and challenges educators to consider the use of negative stories in their teaching.
Illness and resilience stories humanise the healthcare experience, and because they are often imbued with layers of meaning, can prompt critical reflection. This reflection can go several ways – we can be motivated to think back on the story and perhaps our own lives, and we can be urged to think ahead towards the future, perhaps changing the way we think or act. This is the transformative power of compelling stories. Another benefit of stories is that they come in multiple modes and so, when available, we can access them by reading, viewing, or listening.
I deliberately titled my ‘Blog Educating Nurses … Transforming Lives’ as I believe that one of the most rewarding aspects of being an educator is guiding nursing students as they step across the threshold and embark on the journey of transformation from layperson to qualified health professional. During this process of transformative learning, disorientating dilemmas become a catalyst for growth and change1, and students learn to question taken-for-granted ideas, attitudes, beliefs, habits of mind and feelings, as they begin to experience fundamental shifts in perspective. This transformation requires learning activities that challenge students to think more deeply and broadly, to question their assumptions and prejudices, and to see their world and the world of healthcare through a new lens.
Too often as educators we are short-sighted; seeing only the immediate impact of our teaching on students, but forgetting that every hour of every day a nurse is providing person-centred, safe and effective care because of something they learned from us. Emails like the one below remind us of the impact of our teaching …
I had to share this moment with you! I have been in hospital having surgery. I was extremely impressed at the precise way procedures were carried out by one of the nurses, especially with taking obs and the pain management etc. She was fantastic, not missing a detail in all the procedures she was doing. So much so that I commented on the professional way she went about her duties. It prompted me to ask where she had trained and it was Newcastle.
The conversation continued and she mentioned learning about a girl called Vanessa. She said she had never forgotten what she had learned about patient safety from Vanessa’s story. I then let her know that I was Vanessa’s father. She became a bit overwhelmed and said she would never forget that moment.