A visual art museum in Sweden as pedagogical scenery: Gibbs’ reflective cycle guiding student nurses in the reflective process

Abstract

The pedagogy employed in health care education must continually be questioned and expanded. Student nurses must be prepared for nursing practice that continually changes, consequently alternative concepts in nurse education must be considered. The aims were to provide student nurses with reflection skills and to evaluate the potential of studying the reflective process using visual art at a museum as an enriched activity in education. A pedagogical program with Gibbs’ reflection model was used as a complement. The study was conducted at a University College of Health Sciences in Sweden in collaboration with a visual art museum. Data were collected during a period of three years. A random sample (n = 35 of n = 98 students’ reports) was selected for qualitative analysis. The painting by George-Pierre Seurat, Seated woman was used as a source of inspiration. Analysis was conducted of the excerpts generated from the steps in Gibbs’ reflection model and from students’ evaluations of the teaching-learning structure. The results show that students were able to build hypothetical situations around the character depicted in the painting. They observed and described a great many aspects of the reflective process. The chosen painting was regarded as suitable for its purpose, and a source of inspiration. It could be interpreted as a patient you might meet in clinical practice. The students´ evaluations show that they became aware of knowledge they had not thought of before, and a way of taking a step closer to clinical practice. It could be concluded that art museum could be regarded as a stimulating environment that nurtured the reflective process. Consequently, visual art museums have to be considered as possible teaching learning milieus to be used in nurse education. It is to be hoped that this study will contribute to further development of visual art museums as teaching learning settings

Pre-Service Teachers’ Critical Self-Reflection in Microteaching Context at University of Technology and Applied Sciencies – Rustaq, Oman

“…Similarly, Wikström (2012) found in the same discipline, nursing education resonates with Husebø et al's findings (2015). Although the field or discipline is different from the investigated context (Teacher Education) in this paper, the same model has been implemented which is why it is deemed important to flesh-out how such a model has benefited learners whether in the field of preparing novice teachers or learners in general across disciplines.…”

“…Having awareness of the knowledge of practice is vital, something that our study endeavors to fulfill by equipping our pre-service teachers with the necessary knowledge to guide their self-reflection which would ultimately guide their future teaching practices through UTAS offered ELT courses which have a component of microteaching or practicum. However, Wikström (2012) did not question the importance of the model as its usefulness was apparently taken for granted, as much as it questioned the effectiveness of using visual arts at the museum applying the respective model in their reflection of the object at the art museum.…”

Memento Mori: Can art assist student nurses to explore death and dying? A qualitative study

“…In nurse education, art, as a form of object-based learning, has been used to explore aging (Wikström, 2000a), observational and assessment skills and nursing care (Wikström, 2001;Pardue, 2005;Pellico, et al, 2009 andFrei et al, 2010), empathy and spirituality (Wikström, 2003, Mooney and Timmins, 2007and Jack, 2012, interpersonal skills (Wikström, 2000b), reflection (Wikström, 2012) and the death and dying process (Rose, Leonard and Courey, 2008). While these studies used art to examine the humanistic aspects of nursing practice only Rose et al (2008) explicitly addressed death and dying.…”

Works of Art as a Pedagogical Tool: An Alternative Approach to Education

“…Nursing education must continually be examined and expanded in view of the fact that student nurses must be prepared for nursing practice that continually changes. Previous research in various aesthetic forms of expression suggests that these could be used to develop nursing skills (Breslin, 1996;Koithan, 1994;Wikström, 2002a). The present review aims to show by what means visual art could be used to complement teaching/learning programs.…”