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Published on: February 16, 2011
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.
Abstract:
Nurses play an essential role in providing compassionate evidence-based care at the end of life, yet many undergraduate students have limited opportunities to participate in end-of-life care experiences. Arts-based pedagogy has been explored as a strategy in nursing education that focuses on the affective domain of learning. The purpose of this qualitative narrative analysis was to explore the impact of an arts-based reflection assignment on student affective learning using artistic images depicting end-of-life scenarios. Student written narratives (n = 21) were analyzed using content analysis, and four themes emerged that described the components of affective learning in several areas.
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