Spoken word poetry in nursing education: A concept analysis

Abstract

Aim

To standardize the conceptualization of ‘spoken word poetry’ within nursing contexts through defining attributes, antecedents, and consequences.

Background

The growing health inequity gap across marginalized communities and the livelihood of individual marginalized patients require the development of innovative pedagogies within nursing education. Spoken word poetry, a narrative-based performance poetry centering lived experiences of multiply marginalized people, has yet to be explored within nursing.

Design

Concept analysis.

Methods

Walker and Avant's (2019) methodology following a non-linear, systematic eight-step approach used to elucidate, refine, and standardize conceptualization and communication of a concept for future use in evidence-based research. Steps include selecting the concept, articulating its need for analysis, and identifying its uses, defining attributes, model/borderline/related/contrary cases, antecedents, consequences, and empirical referents.

Results

Spoken word poetry is a form of embodied performance poetry rooted in Black culture and characterized by defining attributes of storytelling, spoken voice, active audience participation, critical education, liberation, and cultural identity.

Conclusion

Spoken word poetry offers an engaging form of critical narrative pedagogy relevant to nursing education. This pedagogy can promote social change while honing skills in active listening, empathy, critical thinking, advocacy, community-building, and consciousness raising. Research on perceptions, feasibility, and outcomes are needed.