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From Sully to Nightingale: Critical Thinking Through Esthetic Learning.
The Journal of Nursing Education
|May 27, 2021
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.
- 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.
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