Journey to Authentic Learning - Enacting Reciprocity in Nursing Graduate Education - A Reflective Writing Circle : Journay to Authentic Learning

Sara  Scott; Tracey L. Clancy; Carla  Ferreira

doi:10.25071/2291-5796.49

Authors

Sara Scott Faculty of Nursing, University of Calgary
Tracey L. Clancy Faculty of Nursing, University of Calgary https://orcid.org/0000-0001-8568-3602
Carla Ferreira Faculty of Nursing, University of Calgary https://orcid.org/0000-0001-8204-2850

DOI:

https://doi.org/10.25071/2291-5796.49

Keywords:

PRESENCE, AUTHENTIC LEARNING, SELF-AUTHORSHIP, CALLS TO ACTION, WRITING CIRCLE, NURSING

Abstract

The transformative experience of engaged presence in teaching and learning fosters trust and supports learners and teachers to explore, learn, and grow in their understanding of who they are becoming. Enacting presence in teaching becomes an act of care and creates an embodied space for learners to engage in authentic learning and enter the realm of self-authorship. Self-authorship encourages the cultivation of one’s internal voice to construct beliefs, identity, and social relationships to be able to give up one way of making meaning to adopt a deeper meaning (Baxter Magolda, 2009, 2014). This reflective writing circle captures the essence of a master’s student and two educators’ transformative learning as they journey together in relationship towards a deeper understanding of their Indigenous and Settler identities and respond to the Calls to Action.

Keywords: presence, authentic learning, self-authorship, Calls to Action, writing circle

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Author Biographies

Sara Scott, Faculty of Nursing, University of Calgary

Sara Scott, of mixed Metis and settler ancestry, was born and raised in Yellowknife, Northwest Territories (NT). Sara has lived in Calgary for the past 13 years with her husband and three children. She has been a registered nurse (RN) for 16 years practicing in three Canadian Provinces with a concentrated clinical background in acute nephrology and renal transplant. Sara is hoping to leverage her knowledge of chronic illness and the complexities that accompany such illnesses to enact reconciliation in her nursing practice. Upon completing her graduate education, she hopes to find a role in nursing program development with a focus on Indigenous health and chronic illness prevention / management.

Tracey L. Clancy, Faculty of Nursing, University of Calgary

Tracey Clancy is a tenured, senior instructor with the Faculty of Nursing at the University of Calgary, and currently the Assistant Dean of Faculty Development. Her research interests include the scholarship of teaching and learning in nursing and higher education, educational leadership, faculty development, peer mentorship, co-teaching, teaching presence, authentic learning, and self-authorship.

Carla Ferreira , Faculty of Nursing, University of Calgary

Carla Ferreira is a tenure-track instructor in the Faculty of Nursing at the University of Calgary. She holds a Master of Nursing degree from the University of Victoria with a focus on nursing education. She is a faculty member in the Clinical Simulation Learning Centre and has been teaching undergraduate nursing students since 2007.

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