Visual intelligence education using an art-based intervention: Outcomes evaluation with nursing graduate students

Purposeful visual training is effective. Increasingly, visual arts learning interventions are used by multiple disciplines to improve observation and communication skills, critical skills in healthcare.

The primary aim was to evaluate enhancement of skills in the observation, perception and communication domains of visual literacy following a fine arts intervention with nursing graduate students.

An art-based intervention with five visual thinking activities was collaboratively developed with a faculty director of an arts and humanities program and museum arts educator and implemented at a gallery with 94 Post-Master's Doctor of Nursing Practice (DNP) students in advanced roles and Clinical Nurse Leader (CNL) entry-to-practice graduate students. Participation in the non-randomized, non-controlled quantitative study with pre- and post-evaluation design was voluntary. Prior to and following the session, 63 participants completed a Visual Intelligence Assessment (VIA) tool and 70 completed an Image Assessment exercise.

Pre-intervention scores were similar for the two groups. Post intervention, DNP VIA mean scores increased from 3.58 to 3.68 (p = .057) while CNL mean VIA scores decreased from 3.65 to 3.53 (p = .08). DNP students had significantly higher image scores post-intervention (p < .001), demonstrating improved use of objective language. No difference was found in CNL image scores pre and post.

The intervention increased self-awareness and perceived understanding of the role of VI on perception and empathy. DNP students also improved observational skills and language. Magnitude and direction of change in self-awareness appears relative to prior experience and skill.