Background: Nursing research has concentrated on empirical knowing with little focus on aesthetic knowing. Evidence from the literature suggests that using visual art in nursing education enhances both clinical observation skills and interpersonal skills. The purpose of this review was to explore how visual art has been used in baccalaureate nursing education. Methods: Of 712 records, 13 studies met the criteria of art, nursing and education among baccalaureate nursing students published in English. Results: Three quantitative studies demonstrated statistical significance between nursing students who participated in arts-based learning compared to nursing students who received traditional learning. Findings included improved recall, increased critical thinking and enhanced emotional investment. Themes identified in 10 qualitative studies included spirituality as role enhancement, empathy, and creativity. Conclusion: Visual arts-based learning in pre-licensure curriculum complements traditional content. It supports spirituality as role enhancement in nurse training. Visual art has been successfully used to enhance both critical thinking and interpersonal relations. Nursing students may experience a greater intra-connectedness that results in better inter-connectedness with patients and colleagues. Incorporating visual arts into pre-licensure curriculums is necessary to nurture holistic nursing practice.
I. INTRODUCTION A. The purpose of this chapter is to anchor health care within the context of the ethical responsibilities of health care providers to deliver quality care to people from diverse personal, cultural, social, and global contextual backgrounds. 1. These ethical responsibilities must go beyond the assimilation of cross-cultural and linguistic knowledge, competence, and sensitivity. 2. An appreciation of and willingness to learn individual, family, cultural, and social group perspectives regarding health and illness is required. 3. Providers must be willing to engage patients and their families in assessment, dialogue, and negotiations regarding patients' and providers' explanatory models (Ems; Helman, 2000; Kleinman, Eisenberg, & Good, 1978, 2006) and health and illness representations (Farmer & Good, 1991). B. Health beliefs are formed and health practices are enacted within the context of everyday life. 1. Beginning at the time of birth, people learn and assimilate their perspectives regarding health and illness within their cultural and social worlds. 2. This learning becomes internalized and is gradually modified throughout their lives as a result of their experiences, formal and informal education, and their interpersonal relationships. 3. Bronfenbrenner (1995) describes this as a gradually evolving developmental process based on a culturally defined age, role expectations, opportunities, and the timing of the person's life course. Within this context, individuals engage in a mutual accommodation between their internal beliefs and an ever changing external environment (Bronfenbrenner, 1995; Bronfenbrenner & Ceci, 1994).
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