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Arts-Based Learning Strategies in Clinical Postconference: A Qualitative Study.
The Journal of Nursing Education
|August 28, 2018
Summary
Arts-based learning (ABL) strategies in nursing clinical postconferences enhance student empathy and professional practice reflection. This qualitative study explored student perspectives on ABL
Area of Science:
- Nursing Education
- Medical Humanities
- Qualitative Research
Background:
- Arts-based learning (ABL) strategies offer potential benefits for nursing education.
- Clinical postconference sessions are identified as a suitable venue for ABL integration.
- Understanding student perceptions of ABL in this context is crucial for effective implementation.
Purpose of the Study:
- To explore nursing students' perspectives on arts-based learning activities during clinical postconference.
- To investigate the impact of ABL strategies on nursing students' perceptions of their own practice.
Main Methods:
- Qualitative study design adhering to Rieger and Chernomas' ABL attributes.
- Inclusion of 29 nursing students participating in six ABL activities during clinical postconference.
- Data collection through student reflective papers and inductive thematic analysis.
Main Results:
- Four key themes emerged from student reflections: Developing New Perspectives, Appreciating the Patient Experience, Reflecting on Feelings and Growth, and Recognizing the Value of ABL.
- Students reported enhanced ability to view situations from different angles and a deeper understanding of patient experiences.
- Participants highlighted personal and professional growth through reflective processes facilitated by ABL.
Conclusions:
- Arts-based learning strategies effectively engage nursing students in reflecting on professional practice.
- ABL integration in clinical postconference fosters the development of empathy among nursing students.
- The findings underscore the value of ABL in enhancing nursing education and student development.
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