Innovative Exercise for Nursing PhD Students: Addressing Biases During Integrative Literature Reviews

Abstract

Background: Nursing PhD students face the difficulty of conducting integrative literature reviews that may lead to bias and lack of rigor particularly in the literature search, data evaluation, and data analysis stages. This article describes the development and use of an arts-based learning exercise to identify potential biases and improve on the critical and writing skills of students during the integrative literature review process. Method: The exercise consisted of visits to the university's museum, moderated discussions with nursing faculty and the museum educator, visual analyses of artwork, building art portfolios, and writing assignments. The exercise was modified over 3 years based on student feedback. Results: Students reported the exercise helped in critical and writing skills, in identifying areas of potential bias, and in enhancing the methodological rigor of the review process. Conclusion: Conducting literature reviews is integral in doctoral nursing education and this innovative exercise can facilitate this process. [ J Nurs Educ . 2024;63(X):XXX–XXX.]