Contact
Denise Gastaldo
Location
Room HS208, Health Sciences Building, University of Toronto, St. George Campus
Dates
  • November 16, 2016 from 12:00pm to 1:30pm

Speaker: Louela Manankil-Rankin, RN, BScN, MA, MSc, PhD

Description: Narrative Inquiry is a research methodology that explores the situated lives of people through reflection and reconstruction of experience, using stories as the foundational basis for such an understanding. While there are a variety of ways to analyze narratives, this presentation addresses the particularities in data analysis using Clandinin & Connelly’s (2000) Narrative Inquiry. Retelling the process of my inquiry of how nurses’ experience living their values amidst organizational change with a focus on the analytic and interpretive processes involved, I address my reflective movements throughout my research journey, highlighting my research process from field text to research text and making explicit how analysis and interpretation are reformulated through their different phases. The presentation includes a discussion of challenges I encounter using this approach – for example, how the three-dimensional inquiry space shifts in analytical position at different points in the inquiry process and how an inquirer embodies the experience of her co-participants in the analytic journey – and strategies I have employed to address these.

Speaker Bio: Louela Manankil-Rankin is an Assistant Professor with Nipissing University Scholar Practitioner Program. This is a second degree-nursing program grounded on Narrative Inquiry. Her doctoral work was entitled Understanding the experiences of nurses living their values amidst organizational change: A Narrative Inquiry. Louela comes from a long history in teaching undergraduate nursing students. Her passion is in engaging students in reflection and reconstruction of their experiences within the teaching and learning relationship. She is an advocate of Narrative Inquiry as a foundational learning frame for becoming a nurse. Her educational interests are reflective practice, curriculum design, and program evaluation.

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