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From Sully to Nightingale: Critical Thinking Through Esthetic Learning.

Brenda Wiles, Terri Enslein

    The Journal of Nursing Education
    |May 27, 2021
    PubMed
    Summary

    Esthetic learning using movies and journaling enhances nursing students' critical thinking. This approach offers a novel way to improve learning about critical thinking in nursing education.

    Area of Science:

    • Nursing Education
    • Pedagogy
    • Cognitive Science

    Background:

    • Nursing faculty seek innovative teaching methods to foster critical thinking in prelicensure students.
    • Esthetic learning, utilizing emotive experiences, can facilitate knowledge construction.
    • While used in other health professions, esthetic learning's impact on nursing students' critical thinking is under-documented.

    Purpose of the Study:

    • To explore the effect of esthetic learning, specifically watching the movie Sully followed by reflective journaling, on prelicensure nursing students' critical thinking.
    • To investigate how this method influences the development of critical thinking skills in nursing education.

    Main Methods:

    • A descriptive qualitative study design was employed.
    • Participants engaged in watching the movie Sully.

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  • Structured reflective journaling followed the movie viewing.

    • Main Results:

    • Identified themes revealed students' enhanced understanding of critical thinking components.
    • Students demonstrated insights into expert thinking processes.
    • The study highlighted the connection between esthetic experience and critical thought formulation.

    Conclusions:

    • Esthetic learning presents a promising pedagogical strategy for nursing education.
    • This approach supports multiple ways of knowing, thereby improving learning about critical thinking.
    • It offers a valuable method for developing critical thinking skills in prelicensure nursing programs.