Creating and Using Poetry to Teach Theoretical and Conceptual Nursing Content

Area of Science:

• Nursing Education
• Pedagogy

Background:

• The theory-practice gap remains a persistent challenge in nursing academia.
• Effective strategies are needed to enhance students' application of theoretical knowledge in clinical settings.

Purpose of the Study:

• To explore the use of educator-authored poetry as a pedagogical tool in a second-year nursing theory course.
• To assess the impact of poetry and subsequent discussions on students' critical thinking and clinical judgment.

Main Methods:

• Poetry was introduced biweekly in a nursing theory course, addressing complex nursing topics.
• Anecdotal evidence was collected from clinical instructors and students regarding the impact of the poetry discussions.

Main Results:

• Sharing poetry and engaging in discussions facilitated the development of critical thinking skills.
• Students demonstrated enhanced clinical judgment, reasoning, and decision-making abilities.

Conclusions:

• Poetry serves as a transformative pedagogical approach in nursing education.
• This method offers a viable strategy for fostering meaningful dialogue and bridging the theory-practice gap.