ABSTRACT
This chapter presents narrative pedagogies designed to help student learn to respond appropriately to clinical situations. These recommendations are based on empirical studies on teaching and learning for the baccalaureate in nursing in Norway and the United States. This chapter provides an example from nursing education to demonstrate how educators help their students cope with fragmentation in their professional education. It suggests pedagogies that contribute to coherence, through the use of questions that ask students by drawing on what they have learned in both clinical settings and classroom teaching to develop narratives. The chapter discusses three general domains of teaching and learning and then focuses on the dialogical pedagogies that help students integrate what they learn in these domains. The pedagogies explored are those that educators who teach in classrooms or clinical placements can use to help students experience their education as coherent.
