NARRATIVE DIGITALI PER LO SVILUPPO E CONDIVISIONE DELLE COMPETENZE PROFESSIONALI INFERMIERISTICHE: L’ESPERIENZA DELLA SCUOLA DI SANITÀ
Barra laterale articolo
Pubblicato
nov 2, 2021
Contenuto principale articolo
Abstract
L’articolo presenta una ricerca condotta presso una Unità Sanitaria Locale all’interno di un corso di aggiornamento professionale per Infermieri di Day Surgery Multidisciplinare, basato sul metodo del Digital Storytelling. Attraverso dei focus group i partecipanti hanno raccontato storie tratte dalle loro reali esperienze professionali dove si sono trovati ad affrontare un problema particolarmente critico e, dopo averne discusso evidenziando le competenze richieste per risolverlo, le hanno trasformate in narrazioni digitali. La realizzazione dei Digital Storytelling attraverso un role-playing in contesti reali di lavoro ha fatto emergere le dimensioni emozionale, partecipativa e collaborativa. La messa a punto della sceneggiatura e dello storyboard con l’utilizzo di foto e video ha permesso di focalizzare i contesti specifici dei problemi raccontati favorendo l’esplicitazione di molta conoscenza tacita. I video sono poi divenuti disponibili per essere diffusi online come supporti formativi per l’aggiornamento professionale tra pari o per i nuovi assunti anche in altre Unità Sanitarie Locali del territorio.
Dettagli articolo
Sezione
Articoli - Numero speciale
Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Non commerciale 4.0 Internazionale.
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Riferimenti bibliografici
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Challinor, J., Marín, V. I., & Tur, G. (2017). The development of the reflective practitioner through digital storytelling. International Journal of Technology Enhanced Learning, 9(2-3), 186-203.
Christiansen, A. (2011). Storytelling and professional learning: A phenomenographic study of students' experience of patient digital stories in nurse education. Nurse Education Today, 31(3), 289-293.
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Damasio, A. R. (2001). Descartes error revisited. Journal of the History of the Neurosciences, 10(2), 192-194.
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Geiger, D., & Schreyögg, G. (2012). Narratives in knowledge sharing: challenging validity. Journal of Knowledge Management, 16(1).
Hasson, U., Ghazanfar, A. A., Galantucci, B., Garrod, S., & Keysers, C. (2012). Brain-to-brain coupling: a mechanism for creating and sharing a social world. Trends in Cognitive Sciences, 16(2), 114-121.
Hung, C.-M., Hwang, G.-J., & Huang, I. (2012). A project-based digital storytelling approach for improving students' learning motivation, problem-solving competence and learning achievement. Educational Technology & Society, 15(4), 368–379.
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Mc Drury, J., & Alterio, M. (2003). Learning through Storytelling in Higher Education. London, UK: Kogan Page.
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Orr, J. E. (1996). Talking about machines: An ethnography of a modern job. Ithaca, NY, US: Cornell University Press.
Pearson, A. S., McTigue, M. P., & Tarpley, J. L. (2008). Narrative medicine in surgical education. Journal of Surgical Education, 65(2), 99-100.
Pinker, S. (1997). How the mind works. New York, NY, US: Norton.
Polanyi, M. (1966). The Tacit Dimension. London, UK: Routledge & Kegan Paul.
Prusak, L., Groh, K., Denning, S., & Brown, J. S. S. (2012). Storytelling in organizations. London, UK: Routledge.
Restak, R. (2004). The new brain. How the modern age is rewiring your mind. London, UK: Rodale.
Robin, B. (2006, March). Educational uses of digital storytelling. In Proceedings Society for Information Technology & Teacher Education International Conference (pp. 709-716). Chesapeake, VA, US: AACE.
Schön, D. A. (1993). Il professionista riflessivo: per una nuova epistemologia della pratica professionale. Bari, IT: Edizioni Dedalo.
Shank, M. J. (2006). Teacher storytelling: A means for creating and learning within a collaborative space. Teaching and Teacher education, 22(6), 711-721.
Smith, S., Kempster, S., & Wenger-Trayner, E. (2019). Developing a program community of practice for leadership development. Journal of Management Education, 43(1), 62-88.
Sole, D., & Wilson, D. G. (2002). Storytelling in organizations: The power and traps of using stories to share knowledge in organizations. Cambridge, MA, US: LILA, Harvard Graduate School of Education.
Suzuki, W. A., Feliú-Mójer, M. I., Hasson, U., Yehuda, R., & Zarate, J. M. (2018). Dialogues: The science and power of storytelling. Journal of Neuroscience, 38(44), 9468-9470.
Timbrell, J. (2017). Instructional storytelling: application of the clinical judgment model in nursing. Journal of Nursing Education, 56(5), 305-308.
Vashdi, D. R., Bamberger, P. A., Erez, M., & Weiss‐Meilik, A. (2007). Briefing‐debriefing: Using a reflexive organizational learning model from the military to enhance the performance of surgical teams. Human Resource Management, 46(1), 115–142. doi: 10.1002/hrm.20148
Wenger, E. (2006). Comunità di pratica: apprendimento, significato e identità. Milano, IT: Raffaello Cortina.
Wheeler, P. L., Butell, S. S., Epeneter, B. J., Langford, C. A., & Taylor, J. D. (2016). Storytelling: a guided reflection activity. Journal of Nursing Education, 55(3), 172-176. doi: 10.3928/01484834-20160216-10
Whyte, G., & Classen, S. (2012). Using storytelling to elicit tacit knowledge from SMEs. Journal of Knowledge Management, 16(6), 950-962.
Yang, C. (2013). Telling tales at work: An evolutionary explanation. Business Communication Quarterly, 76(2), 132-154.
Ghefaili, A. (2003). Cognitive apprenticeship, technology, and the contextualization of learning environments. Journal of Educational Computing, Design & Online Learning, 4(Fall). Retrieved from http://docplayer.net/5255076-Journal-of-educational-computing-design-online-learning-volume-4-fall-2003.html
Benner, P. E. (2001). From novice to expert: Excellence and power in clinical nursing practice. London, UK: Pearson.
Boal, K. B., & Schultz, P. L. (2007). Storytelling, time, and evolution: The role of strategic leadership in complex adaptive systems. The Leadership Quarterly, 18(4), 411-428.
Cartabellotta, A. (2011). La formazione continua in medicina nell'era della clinical governance: opportunità e criticità. Formazione Sanità, 98-104. Retrieved from https://www.gimbe.org/report_attivita/pubblicazioni/articoli/20110916-FOR.pdf
Challinor, J., Marín, V. I., & Tur, G. (2017). The development of the reflective practitioner through digital storytelling. International Journal of Technology Enhanced Learning, 9(2-3), 186-203.
Christiansen, A. (2011). Storytelling and professional learning: A phenomenographic study of students' experience of patient digital stories in nurse education. Nurse Education Today, 31(3), 289-293.
Czarniawska, B., & Gagliartdi, P. (Eds.). (2003). Narrative we organize by: 11. Torino, IT: Edizioni di Comunità.
Damasio, A. R. (2001). Descartes error revisited. Journal of the History of the Neurosciences, 10(2), 192-194.
Denning, S. (2002). How storytelling ignites action in knowledge-era organisations. RSA Journal, 149(5501), 32-34.
Geiger, D., & Schreyögg, G. (2012). Narratives in knowledge sharing: challenging validity. Journal of Knowledge Management, 16(1).
Hasson, U., Ghazanfar, A. A., Galantucci, B., Garrod, S., & Keysers, C. (2012). Brain-to-brain coupling: a mechanism for creating and sharing a social world. Trends in Cognitive Sciences, 16(2), 114-121.
Hung, C.-M., Hwang, G.-J., & Huang, I. (2012). A project-based digital storytelling approach for improving students' learning motivation, problem-solving competence and learning achievement. Educational Technology & Society, 15(4), 368–379.
Iacoboni, M. (2005). Understanding others: Imitation, language, empathy. Perspectives on imitation. In S. Hurley & N. Chater (Eds.), Perspective on imitation: From neuroscience to social science, Vol.1 Mechanism and imitation in animals (pp.77-99). Cambridge, MA US: MIT Press.
Jonassen D., Howland, J. L., & Marra, R. M. (2007). Meaningful learning with technology. Boston, MA, US: Allyn & Bacon.
Kaye, B., & Jacobson, B. (1999). True tales and tall tales: The power of organizational storytelling. Training & Development, 53(3), 44-51.
Kolb, D.A. (1984). Experiential Learning. Englewood Cliffs, NJ, US: Prentice-Hall.
Lambert, J. (2013). Digital storytelling: Capturing lives, creating community. New York, NY, US: Routledge. doi: 10.4324/9780203102329
Lave, J., & Wenger, E. (2006). L'apprendimento situato. Dall'osservazione alla partecipazione attiva nei contesti sociali. Trento, IT: Edizioni Erickson.
Martin, J., & Powers, M. E. (1983). Truth or corporate propaganda: The value of a good war story. Organizational Symbolism, 1, 81-92.
Masini, V. (2005). Medicina narrativa. interazione dinamica nella relazione medico-paziente. Milano, IT: Franco Angeli.
Mc Drury, J., & Alterio, M. (2003). Learning through Storytelling in Higher Education. London, UK: Kogan Page.
Mezirow, J. (2003). Apprendimento e trasformazione. Il significato dell’esperienza e il valore della riflessione nell’apprendimento degli adulti. Milano, IT: Raffaello Cortina.
Mezirow, J. (2018). Transformative learning theory. In Knud Illeris (Ed.), Contemporary Theories of Learning: Learning Theorists… In Their Own Words. (pp. 114-128). London, UK: Routledge.
Milton, N. (2010). The lessons learned handbook: Practical approaches to learning from experience. Amsterdam, NL: Chandos-Elsevier.
Orr, J. E. (1996). Talking about machines: An ethnography of a modern job. Ithaca, NY, US: Cornell University Press.
Pearson, A. S., McTigue, M. P., & Tarpley, J. L. (2008). Narrative medicine in surgical education. Journal of Surgical Education, 65(2), 99-100.
Pinker, S. (1997). How the mind works. New York, NY, US: Norton.
Polanyi, M. (1966). The Tacit Dimension. London, UK: Routledge & Kegan Paul.
Prusak, L., Groh, K., Denning, S., & Brown, J. S. S. (2012). Storytelling in organizations. London, UK: Routledge.
Restak, R. (2004). The new brain. How the modern age is rewiring your mind. London, UK: Rodale.
Robin, B. (2006, March). Educational uses of digital storytelling. In Proceedings Society for Information Technology & Teacher Education International Conference (pp. 709-716). Chesapeake, VA, US: AACE.
Schön, D. A. (1993). Il professionista riflessivo: per una nuova epistemologia della pratica professionale. Bari, IT: Edizioni Dedalo.
Shank, M. J. (2006). Teacher storytelling: A means for creating and learning within a collaborative space. Teaching and Teacher education, 22(6), 711-721.
Smith, S., Kempster, S., & Wenger-Trayner, E. (2019). Developing a program community of practice for leadership development. Journal of Management Education, 43(1), 62-88.
Sole, D., & Wilson, D. G. (2002). Storytelling in organizations: The power and traps of using stories to share knowledge in organizations. Cambridge, MA, US: LILA, Harvard Graduate School of Education.
Suzuki, W. A., Feliú-Mójer, M. I., Hasson, U., Yehuda, R., & Zarate, J. M. (2018). Dialogues: The science and power of storytelling. Journal of Neuroscience, 38(44), 9468-9470.
Timbrell, J. (2017). Instructional storytelling: application of the clinical judgment model in nursing. Journal of Nursing Education, 56(5), 305-308.
Vashdi, D. R., Bamberger, P. A., Erez, M., & Weiss‐Meilik, A. (2007). Briefing‐debriefing: Using a reflexive organizational learning model from the military to enhance the performance of surgical teams. Human Resource Management, 46(1), 115–142. doi: 10.1002/hrm.20148
Wenger, E. (2006). Comunità di pratica: apprendimento, significato e identità. Milano, IT: Raffaello Cortina.
Wheeler, P. L., Butell, S. S., Epeneter, B. J., Langford, C. A., & Taylor, J. D. (2016). Storytelling: a guided reflection activity. Journal of Nursing Education, 55(3), 172-176. doi: 10.3928/01484834-20160216-10
Whyte, G., & Classen, S. (2012). Using storytelling to elicit tacit knowledge from SMEs. Journal of Knowledge Management, 16(6), 950-962.
Yang, C. (2013). Telling tales at work: An evolutionary explanation. Business Communication Quarterly, 76(2), 132-154.