
Contents
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2 Illness narratives in practice: Which questions do we have to face when collecting and using them?
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3 The researchers’ role in re-constructing patient narratives to present them as patient experiences
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Introduction Introduction
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The affordances of illness narratives The affordances of illness narratives
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Using narratives in teaching: developing a course Using narratives in teaching: developing a course
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Selection of interview clips Selection of interview clips
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Pilot lessons Pilot lessons
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Effects of a first encounter with ‘real’ narratives Effects of a first encounter with ‘real’ narratives
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Narratives as vehicles for reflection and deeper understanding Narratives as vehicles for reflection and deeper understanding
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The power of metaphoric language The power of metaphoric language
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Discussion and conclusion Discussion and conclusion
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Acknowledgements Acknowledgements
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References References
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21 Understanding and using health experiences to improve healthcare—examples from the United Kingdom
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16 Drawing on narrative accounts of dementia in education and care
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Published:October 2018
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Abstract
This chapter shows how a selection of narrative videotaped accounts of people with dementia and their informal carers are used to develop course material on dementia care for students in Dutch secondary Vocational Education and Training (VET). It provides illustrative segments of two pilot lessons on dementia care to show how the narrative clips stimulate students’ empathic response, invite reflection on their own practices as professional carers, and demonstrate the strength of metaphoric language available in the clips as a cue for follow-up discussions. Although further research is needed, working with narrative video clips in which people with dementia and their informal carers recount what it means to live with dementia seems a promising educational tool. It proved particularly well-suited to provide opportunities to learn from people who experience mild/moderate dementia, and what it means to live with this condition.
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