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Innovative Exercise for Nursing PhD Students: Addressing Biases During Integrative Literature Reviews.

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    An arts-based learning exercise improved nursing PhD students' critical and writing skills for conducting rigorous integrative literature reviews, reducing potential bias in their research.

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    Area of Science:

    • Nursing Education
    • Research Methodology

    Background:

    • Doctoral nursing students often struggle with integrative literature reviews, facing challenges with bias and rigor in search, evaluation, and analysis.
    • This study introduces an arts-based learning exercise designed to address these difficulties.

    Purpose of the Study:

    • To develop and evaluate an arts-based learning exercise for nursing PhD students.
    • To enhance critical thinking, writing skills, and methodological rigor in the literature review process.
    • To help students identify and mitigate potential biases in their research.

    Main Methods:

    • The exercise involved museum visits, faculty-led discussions, and visual art analysis.
    • Students created art portfolios and completed writing assignments.
    • The program was refined over three years based on student feedback.

    Main Results:

    • Students reported significant improvements in critical thinking and writing abilities.
    • The exercise effectively helped students identify potential biases in their reviews.
    • Participants noted an enhancement in the overall methodological rigor of their literature reviews.

    Conclusions:

    • Arts-based learning offers an innovative approach to support doctoral nursing students.
    • This exercise can effectively facilitate the integrative literature review process.
    • Improving review rigor and reducing bias are crucial for doctoral nursing education.