Effectiveness and experience of arts-based pedagogy among undergraduate nursing students: a mixed methods systematic review

Rieger, Kendra L.; Chernomas, Wanda M; McMillan, Diana E.; Morin, Francine; Demczuk, Lisa

doi:10.11124/jbisrir-2016-003188

Cited by 47 publications

(37 citation statements)

References 95 publications

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“…In learning through art, the learner approaches a subject matter by creating art, responding to art, or performing artistic works not by studying art as a theoretical discipline (Rieger and Chernomas, 2013). This art-based learning (ABL) has been used successfully in healthcare education (Wikström, 2003; Rieger et al., 2016). For instance, using a work of art as a teaching method is effective in increasing students’ observational skills, empathy (i.e., abilities in empathizing with the patient and develop compassion), nonverbal communication, and interpersonal relationships, in comparison with traditional teaching programs (Wikström, 2011).…”

Section: Introductionmentioning

confidence: 99%

Art and Psychological Well-Being: Linking the Brain to the Aesthetic Emotion

2019

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Empirical studies suggest that art improves health and well-being among individuals. However, how aesthetic appreciation affects our cognitive and emotional states to promote physical and psychological well-being is still unclear. In this review, we consider the idea that the positive emotional output elicited from the aesthetic experience affects mood, and indirectly promotes health and well-being. First, we examine evidence that arts promoting well-being involve art museums, healthcare settings, and education. Second, we review some neuroimaging studies addressing aesthetic experience and emotional processing. In particular, we leveraged advances in neuroaesthetics to explore different hypotheses about the determinants of aesthetic pleasure during art reception, in the attempt to clarify how experiencing art promotes well-being. Finally, we propose research on aesthetic experience and psychophysiological measures of stress, with the goal of promoting a focused use of art as a tool for improving well-being and health.

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Section: Introductionmentioning

confidence: 99%

Art and Psychological Well-Being: Linking the Brain to the Aesthetic Emotion

2019

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“…In this narrative, medication packages were used to create an image of a human brain as a way of demonstrating the reconciliation between therapeutic relationships and practical nursing care as one interchangeable concept. A literature review suggested that arts-based learning methods can have an effect on promoting reflecting, creating meaning, developing professional nursing competencies, and improving empathy and knowledge acquisition among undergraduate nursing students (Rieger, Chernomas, McMillan, Morin, & Demczuk, 2016). Specific art modalities include murals, poetry, sculpture, dance, dramatic arts, masks, music, stories, and film (Rieger et al., 2016).…”

Section: Discussionmentioning

confidence: 99%

“…A literature review suggested that arts-based learning methods can have an effect on promoting reflecting, creating meaning, developing professional nursing competencies, and improving empathy and knowledge acquisition among undergraduate nursing students (Rieger, Chernomas, McMillan, Morin, & Demczuk, 2016). Specific art modalities include murals, poetry, sculpture, dance, dramatic arts, masks, music, stories, and film (Rieger et al., 2016). Another form of creative reflection is the use of poetry, which has been found to enhance empathy skills in nursing students caring for geriatric clients (Adams & Scott, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Another form of creative reflection is the use of poetry, which has been found to enhance empathy skills in nursing students caring for geriatric clients (Adams & Scott, 2018). Currently, there is a lack of evidence on creative reflection, and further research is needed in order to assess the effectiveness of creative art as a tool in the therapeutic relationship (Rieger et al., 2016).…”

Section: Discussionmentioning

confidence: 99%

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Student’s Experiences on Learning Therapeutic Relationship: A Narrative Inquiry

et al. 2019

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Despite the importance of the therapeutic relationship on nursing practice, the literature regarding teaching and learning therapeutic relationship is limited. This paper discussed how an undergraduate nursing student learned therapeutic relationship in an acute care setting. Narrative inquiry was applied as a research methodology. The student’s reflection served as the narrative in this paper. Collaboratively, researchers conducted data analysis, common themes were drawn, and a summative narrative was presented. Based on the student’s narrative, a three-dimensional model, including practical knowledge, theory, and reflection, has been created as our summative narrative. This model suggests that, to facilitate a learning process on creating therapeutic nurse–patient relationship, practical knowledge is the foundation, theory is a leading guide, and constant reflection is a learning tool which transforms learning into a reflective and meaningful experience. To promote learning on therapeutic relationship, nurse educators should emphasize the importance of both practical knowledge and theory. Constant reflection as a learning tool should be encouraged and embedded in nursing curriculum. Diverse approaches of reflection should be promoted.

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“…Through the search for the improvement of nurses, educators are encouraged to adopt different pedagogical approaches, and the growing interest in evidence-based education is a current reality based on the need for reflection and student involvement. 1 To envisage scenarios in which learning can be transformed into meaningful experience has become the target of many teachers who aim at the revitalization of the teaching-learning process. 2 By means of the implementation of innovative educational strategies, isolated or combined, active and dynamic learning proposals 3 are required to provide new and robust information, especially facilitated by the individual's own knowledge structure known as meaningful learning.…”

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confidence: 99%

Efeito da simulação para a aprendizagem significativa

Araújo

Duarte

Magro

2018

Rev enferm UFPE on line.

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RESUMOObjetivo: investigar o efeito da simulação sobre a aprendizagem significativa em evidências científicas. Método: trata-se de um estudo bibliográfico, tipo revisão integrativa. Buscaram-se os artigos de 2013 a 2017 nas Bases de Dados MEDLINE, BDENF e LILACS. Realizou-se, para a avaliação dos estudos, a leitura integral de artigos e se adotou, para apresentação dos resultados, figura síntese. Resultados: compôs-se a amostra de 13 artigos, a maioria internacional (76,9%), observacional (76,9%) quantitativa e qualitativa. Constatou-se a importância da inserção da simulação no processo de ensino-aprendizagem como ferramenta capaz de melhorar o raciocínio crítico, clínico e reflexivo de estudantes de forma significativa. Conclusão: revelou-se positivamente a integração da simulação no processo de ensino para a aquisição da aprendizagem significativa favorecendo o ganho de diferentes competências, o aprimoramento de conhecimentos e o aumento da autoconfiança dos estudantes de Enfermagem. Destaca-se que a simulação pode ter alguma vantagem sobre outros métodos de ensino, dependendo do contexto de inserção, mas, ao mesmo tempo, a aprendizagem significativa pode ser comprometida pelo risco da ansiedade determinada por essa estratégia. Descritores: Simulação; Aprendizagem; Enfermagem; Educação; Desenvolvimento de Pessoal; Educação em Saúde. ABSTRACT Objective: to investigate the effect of simulation on meaningful learning in scientific evidence. Method: this is a bibliographical study, type integrative review. Articles from 2013 to 2017 were searched in the MEDLINE, BDENF and LILACS Databases. For the evaluation of the studies, the integral reading of articles was carried out and a synthesis figure was used to present the results. Results: the sample consisted of 13 articles, the majority international (76.9%), observational (76.9%) quantitative and qualitative. The importance of the insertion of the simulation in the teaching-learning process as a tool capable of improving the critical, clinical and reflective reasoning of students in a meaningful way was verified. Conclusion: the integration of the simulation in the teaching process was positive for the acquisition of meaningful learning favoring the gain of different skills, the improvement of knowledge and the increase of the self-confidence of Nursing students. It should be emphasized that the simulation may have some advantage over other teaching methods, depending on the context of insertion, but at the same time, meaningful learning can be compromised by the risk of anxiety determined by this strategy. Descriptors: Simulation; Learning; Nursing; Education; Development of Personnel; Health education. RESUMEN Objetivo: investigar el efecto de la simulación sobre el aprendizaje significativo en evidencias científicas. Método: se trata de un estudio bibliográfico, tipo revisión integrativa. Se buscaron los artículos de 2013 a 2017 en las Bases de Datos MEDLINE, BDENF y LILACS. Se realizó, para la evaluación de los estudios, la lectura integral de artículos y se adoptó, para presentación de los resultados, figura síntesis. Resultados: se compuso la muestra de 13 artículos, la mayoría internacional (76,9%), observacional (76,9%) cuantitativa y cualitativa. Se constató la importancia de la inserción de la simulación en el proceso de enseñanza-aprendizaje como herramienta capaz de mejorar el raciocinio crítico, clínico y reflexivo de estudiantes de forma significativa. Conclusión: se reveló positivamente la integración de la simulación en el proceso de enseñanza para la adquisición del aprendizaje significativo favoreciendo la ganancia de diferentes competencias, el perfeccionamiento de conocimientos y el aumento de la autoconfianza de los estudiantes de Enfermería. Se destaca que la simulación puede tener alguna ventaja sobre otros métodos de enseñanza, dependiendo del contexto de inserción, pero al mismo tiempo, el aprendizaje significativo puede ser comprometido por el riesgo de la ansiedad determinada por esa estrategia. Descritores: Simulación; Aprendizaje; Enfermería; Educación; Desarrollo de Personal; Educación en Salud.

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Effectiveness and experience of arts-based pedagogy among undergraduate nursing students: a mixed methods systematic review

Cited by 47 publications

References 95 publications

Art and Psychological Well-Being: Linking the Brain to the Aesthetic Emotion

Art and Psychological Well-Being: Linking the Brain to the Aesthetic Emotion

Student’s Experiences on Learning Therapeutic Relationship: A Narrative Inquiry

Efeito da simulação para a aprendizagem significativa

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