A Different Drum

Abstract

The authors in this article describe the background and development of a drama-based educational initiative for student nurses in the United Kingdom (UK) Forty-five student nurses from Adult and Mental-Health fields of study took part in a one-day experience where they worked alongside individuals with learning disabilities to produce art, dance, and drama sketches. The workshop was evaluated using a validated questionnaire to explore the experience from the students' perspectives. Students felt challenged as they were pushed beyond the comfort zone of a regular classroom environment. Moreover, a greater understanding of core concepts such as empathy, dignity, stigma, and social exclusion were identified as key outcomes of the experience. The focus for future work in this field is to explore the ways in which arts-based learning and teaching initiatives can be developed within mainstream curricula.

Health professionals' education related to people with intellectual and developmental disabilities: A scoping review

“…Most of the programs included typical healthcare professions such as medicine, nursing, social work, physical therapy, occupational therapy, and speech language pathology. However, some reports focused on programs with interprofessional activities occurring between health professions learners and learners from professions outside of healthcare such as theater students and members of theater companies (Aabe et al, 2019; Abdi & Metcalf, 2020; Brown et al, 2018; Degeneffe & Grenawalt, 2018; Fursland, 2004; Losardo et al, 2019; McGarry & Aubeeluck, 2013; Metcalf & Colgate, 2019; Wade et al, 2020; Watkins & Colgate, 2016), law students (Bonuck & Hill, 2020), engineering students (Gale et al, 2019; Vogtle et al, 2000), and community‐based staff such as Direct Support Professionals (Auberry et al, 2019; Lacey, 1998; Wong & Wong, 2008).…”