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Undergraduate nurses' reflections on visual thinking learning to construct inductive reasoning through situated
Chun-Chih Lin1, Chin-Yen Han2, Li-Chin Chen3
1Department of Nursing, Chang Gung University of Science and Technology, 2, West Sec. Jiapu Rd., Pu-tz City 613, Chiayi County, Taiwan; Research Fellow (joint appointment), New Taipei Municipal TuCheng Hospital, Built and Operated by Chang Gung Medical Foundation, 6, Sec., 2, Jincheng Rd., Tucheng Dist., New Taipei City 263, Taiwan.
Nurse Education Today
|October 21, 2023
Summary
Visual thinking learning, using situated patient pictures, enhances nursing students' inductive reasoning and integration of knowledge. This pedagogical approach improves communication and collaboration without requiring artistic skills.
Area of Science:
- Nursing Education
- Medical Pedagogy
- Cognitive Science
Background:
- Inductive logical thinking is crucial for nursing care decision-making but often overlooked.
- Traditional critical thinking development has focused on deductive logic.
- This study addresses the need to emphasize inductive reasoning in nursing education.
Purpose of the Study:
- To explore visual thinking learning among undergraduate nursing students.
- To integrate theoretical knowledge with practical application through drawing situated patient pictures.
- To promote the development of inductive logical thinking skills.
Main Methods:
- A mixed-methods research design was employed with 100 undergraduate nursing students.
- Quantitative data collected via surveys on situated patient pictures.
- Qualitative content analysis of written feedback to understand reasoning development.
Main Results:
- Quantitative analysis revealed descriptive terms for situated patient pictures (e.g., realistic, rational, professional).
- Qualitative analysis identified four stages of inductive reasoning development: exploration, intuition, theme, and logic/creation.
- Participants demonstrated creativity and innovation through visual thinking.
Conclusions:
- Visual thinking learning is an effective pedagogical strategy for nursing students.
- This approach enhances communication, group cooperation, knowledge integration, and logical thinking.
- No artistic skills are required, fostering creativity and innovation in learners.
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