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Arts-Based Reflection on the End of Life: Nursing Student Narrative Analysis
Maryann O Forbes1, Virginia C Oates
1About the Authors Maryann O. Forbes, PhD, RN, CNE, is associate dean for academic affairs, Adelphi University College of Nursing and Public Health, Garden City, New York. Virginia C. Oates, DNP, RN, is an adjunct faculty member, Adelphi University College of Nursing and Public Health. The authors acknowledge Deidre Scherer, who worked as a hospice volunteer and created the collection "Surrounded by Family and Friends." Ms. Scherer was awarded the 2008 Humanities Award from the American Academy of Hospice and Palliative Medicine. For more information, contact Dr. Forbes at forbes@adelphi.edu.
Arts-based reflection using end-of-life images enhanced nursing students' affective learning. This qualitative study found four themes in student narratives, highlighting the impact of creative assignments on developing empathy and compassion in end-of-life care education.
Area of Science:
- Nursing Education
- Affective Learning
- End-of-Life Care
Background:
- Nurses are vital in end-of-life care, but undergraduate students often lack related experiences.
- Arts-based pedagogy is an educational strategy focusing on the affective domain of learning.
Purpose of the Study:
- To explore the impact of an arts-based reflection assignment on student affective learning.
- To analyze student narratives using artistic images of end-of-life scenarios.
Main Methods:
- Qualitative narrative analysis of 21 student written narratives.
- Content analysis to identify emergent themes related to affective learning.
Main Results:
- Four distinct themes emerged from the student narratives.
- These themes described components of affective learning in end-of-life care contexts.
Conclusions:
- Arts-based reflection assignments can positively impact affective learning in nursing students.
- Creative pedagogical approaches are valuable for preparing students for compassionate end-of-life care.
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