Narrative pedagogy amidst program accountability: Helping nontraditional nursing students who must repeat a course

This article advocates for expanding the use of narrative pedagogy in associate degree nursing programs to better meet the needs of nontraditional nursing students in an educational setting shaped by the philosophy of behaviorism and focused on outcomes. We draw upon examples from a qualitative study of students who are repeating a nursing course to suggest that faculty heighten their attention to practicing concernfully in relationships with students and regarding administration of progression policies.