Teaching Humanity to Nursing Students

Emmanuel, Elizabeth

doi:10.1097/nne.0000000000000299

Cited by 7 publications

(4 citation statements)

References 14 publications

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“…skills related to the human experience (Emmanuel, 2016;Freeman & Bays, 2007;Wikstrom & Sviden, 2005). There has also been a growth in the use of arts-based pedagogy in nursing education and medical schools to teach observational and assessment skills (Pellico et al, 2009) as well as to promote the development of metacognition and critical thinking (Lapum & St-Amant, 2016;Medina et al, 2017).…”

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confidence: 99%

Visual Arts in Nursing Education: An Inventive Interprofessional Initiative to Cultivate Metacognitive Awareness in Beginning Nursing Students

et al. 2020

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Purpose To test an interdisciplinary art-based educational program for beginning baccalaureate traditional and accelerated nursing students. Design Longitudinal study (Pretest–Posttest) of nursing students’ metacognitive awareness. Method As part of a first-semester foundations nursing course, all students participated in the Art of Nursing program consisting of three 90-minute sessions led by graduate Art Education students in a local fine arts museum. Before and after the program, subcomponents of critical thinking were assessed using the Metacognitive Awareness Inventory (MAI). Findings A total of 218 students (56 traditional, 162 accelerated) participated. Statistically significant improvement was observed on seven components of the MAI. Although significant increases were observed for Declarative ( p < .0001), Planning ( p < .0001), and Comprehension Monitoring ( p < .0001), the differences pre to post were of different magnitudes between the student groups, characterizing a large change in the traditional versus accelerated group. Conclusions Our results suggest that (1) nursing students’ metacognitive awareness benefits from the museum-based experience despite demographic and educational differences and (2) overall the accelerated student group has exhibited higher metacognitive awareness at baseline as compared with the traditional student group; however, both groups demonstrate significant growth in this area after experiencing an art-based program.

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confidence: 99%

Visual Arts in Nursing Education: An Inventive Interprofessional Initiative to Cultivate Metacognitive Awareness in Beginning Nursing Students

et al. 2020

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“…For these studies, there was little association between the evaluation and the intended learning outcomes. Fourteen of the review studies evaluated the health humanities intervention at Level 2 (21,24,(31)(32)(33)(34)(35)(36)(37)(38)(39)(40)(41). These studies evaluated the capacity of the health humanities curricula to enhance a student's knowledge, or skills, or both -linking the intervention with the intended learning outcome.…”

Section: Resultsmentioning

confidence: 99%

“…Three studies included pre-/post-test evaluation (26,34,36). Assessment of learning is often used to evaluate health humanities curricula: re ective writing and narrative essays were used to assess the value of health humanities curricula in seven studies (21,30,36,(40)(41)(42)(43). These were not used to assess higher levels of learning (such as creating new understandings) but aimed at developing and practising the skills of re ection so they could be applied to future health care practice.…”

Section: Resultsmentioning

confidence: 99%

Health Humanities Curriculum and Evaluation in Health Professions Education: A Scoping Review

Carr

Noya

Phillips

et al. 2021

Preprint

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Background:The articulation of learning goals, processes and outcomes related to health humanities teaching currently lacks comparability of curricula and outcomes, and requires synthesis to provide a basis for developing a curriculum and evaluation framework for health humanities teaching and learning. This scoping review sought to answer, how, and why the health humanities are used in health professions education. It also sought to explore how health humanities curricula are evaluated and whether the programme evaluation aligns with the desired learning outcomes. Methods:A focused scoping review of qualitative and mixed-methods studies that included the influence of integrated health humanities curricula in pre-registration health professions education with programme evaluate of outcomes was completed. Studies of students not enrolled in a pre-registration course, with only ad-hoc health humanities learning experiences that were not assessed or evaluated were excluded. Four databases were searched (CINAHL), (ERIC), PubMed, and Medline.Results:The search over a 5 year period, identified 8,621 publications. Title and abstract screening, followed by full-text screening, resulted in 24 articles selected for inclusion. Learning outcomes, learning activities and evaluation data were extracted from each included publication. Discussion:Reported health humanities curricula focused on developing students’ capacity for perspective, reflexivity, self- reflection and person-centred approaches to communication. However the learning outcomes were not consistently described, identifying a limited capacity to compare health humanities curricula across programmes. A set of clearly stated generic capabilities or outcomes from learning in health humanities would be a helpful next step for benchmarking, clarification and comparison of evaluation strategy.

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“…6) The critical health humanities are applied through a broad variety of tools from the humanities and the social sciences to establish a more complete evidence base of the complex realities surrounding illness and health (Emmanuel, 2016;LeBlanc, 2017).…”

Section: Six Domains Of Health Humanities Learningmentioning

confidence: 99%

Health humanities for inclusive, globally interdependent, supportive and decolonised health professional education: The future is health humanities!

Carr,

Hooker

2023

FoHPE

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To find its place in healthcare that is responsive to global determinants of health and adaptively shape healthcare systems, health professional education (HPE) requires deep and central engagement with arts, culture and the health humanities. In this paper, we overview the trajectory of health humanities and the centrality of humanities scholarship in grappling with coloniality and power as ongoing features of health and healthcare. We then discuss current research that asks how arts and humanities can best be incorporated in HPE. Drawing from a recent Worldwide Universities Network initiative, we set out a framework comprising six domains of learning and 11 graduate capabilities that can be used to implement and evaluate health humanities education. Health humanities offers an invitation for imaginative and joyful innovations in HPE over the next 50 years.

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Teaching Humanity to Nursing Students

Cited by 7 publications

References 14 publications

Visual Arts in Nursing Education: An Inventive Interprofessional Initiative to Cultivate Metacognitive Awareness in Beginning Nursing Students

Visual Arts in Nursing Education: An Inventive Interprofessional Initiative to Cultivate Metacognitive Awareness in Beginning Nursing Students

Health Humanities Curriculum and Evaluation in Health Professions Education: A Scoping Review

Health humanities for inclusive, globally interdependent, supportive and decolonised health professional education: The future is health humanities!

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