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When Literature Meets Nursing Knowledge: An Innovative Approach to Strengthen the Learning of Disciplinary
Aurélie Demagny-Warmoes1, Paul Quindroit, Sébastien Colson
1Author Affiliations: EA 3279-CEReSS, Aix Marseille University, Marseille, Nursing School Valenciennes General Hospital, Valenciennes, France (Ms Demagny-Warmoes); ULR 2694-METRICS, Lille University, CHU Lille, Lille, France (Dr Quindroit); EA 3279-CEReSS, Nursing School, Faculty of Medical and Paramedical Sciences, Aix-Marseille University, Marseille, France (Dr Colson).
Background:
Conceptual models and nursing theories form the foundation of nursing science, guiding clinical reasoning and improving care quality.
Problem:
Teaching these abstract theoretical concepts presents a pedagogical challenge, particularly for novice students who often perceive them as complex.
Approach:
This article presents an innovative pedagogical approach combining art and nursing science. The method uses literary analysis as a learning vector, mobilizing Meleis' transition theory through the development of an analytical reading report.
Conclusions:
This strategy demonstrates its effectiveness in developing students' analytical and writing skills, facilitating the appropriation of disciplinary knowledge. Its transferability makes it a relevant tool for the international community of nursing educators.
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