The arts as a way of knowing and expressing in undergraduate nursing education
Date
2013, 2015, 2016
Authors
Rieger, Kendra L.
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Nursing Education Scholarship
JBI Database of Systematic Reviews & Implementation Reports
JBI Database of Systematic Reviews & Implementation Reports
JBI Database of Systematic Reviews & Implementation Reports
JBI Database of Systematic Reviews & Implementation Reports
Abstract
Background: Arts-based pedagogy (ABP) is a teaching approach in which an art form is integrated with another subject in order to foster learning. ABP demonstrates potential to engage nursing students with alternate ways of learning and to assist them to develop habits of the mind essential to excellent healthcare. However, there were notable gaps in the scholarly work about ABP. There was a need for both theoretical and empirical understanding about the phenomenon. Furthermore, there was a diverse body of research which had not been synthesized.
Purpose: The aim of this thesis was to advance understanding about the use and impact of ABP in undergraduate nursing education. The objectives were to: 1) explicate a conceptual understanding of ABL, 2) synthesize the current state of the science in regards to the impact of ABP in undergraduate nursing education, 3) analyze the most appropriate methodology with which to study the learning processes involved in ABP, and 4) elucidate the process of ABP in undergraduate nursing education through conducting a research study.
Methodology and Methods: A paper-based thesis was employed to focus on numerous objectives for knowledge development. The inquiry included a concept analysis, a Joanna Briggs Institute mixed-methods systematic review protocol and report, a methodological paper analyzing three grounded theory approaches, and a constructivist grounded theory (CGT) study exploring how undergraduate nursing students learned through ABP.
Findings: Through these investigations, a deeper theoretical and empirical understanding of ABP emerged. The concept analysis identified the antecedents, attributes, and consequences of arts-based learning, the systematic review synthesized the research about the effectiveness and experience of ABP, and the methodological paper demonstrated that CGT was the most appropriate methodology to advance the state of the science. Furthermore, the CGT study revealed that the arts can be a powerful catalyst for learning and provided insight into why, how, and when nursing students learn through ABP, and what happens when they do.
Conclusions: The arts can be a meaningful way of knowing and expressing for undergraduate nursing students. These findings could facilitate the effective implementation of ABP into nursing education and inform arts-based educational approaches in healthcare.
Description
Keywords
arts, nursing education, arts-based, grounded theory, systematic review, nursing students
Citation
Rieger, K. L., & Chernomas, W. M. (2013). Arts-based learning: Analysis of the concept for nursing education. International Journal of Nursing Education Scholarship, 10(1), 1-10. doi:10.1515/ijnes-2012-0034
Rieger, K. L., Chernomas, W. M., McMillan, D. E., Morin, F., & Demczuk, L. (2015). The effectiveness and experience of ABP among undergraduate nursing students: A comprehensive systematic review protocol. The JBI Database of Systematic Reviews and Implementation Reports, 13(2), 101-124.
Rieger, K. L., Chernomas, W. M., McMillan, D. E., Morin, F., & Demczuk, L. (2016). The effectiveness and experience of ABP among undergraduate nursing students: A mixed methods systematic review. The JBI Database of Systematic Reviews and Implementation Reports, 14(11), 139-239.
Rieger, K. L., Chernomas, W. M., McMillan, D. E., Morin, F., & Demczuk, L. (2015). The effectiveness and experience of ABP among undergraduate nursing students: A comprehensive systematic review protocol. The JBI Database of Systematic Reviews and Implementation Reports, 13(2), 101-124.
Rieger, K. L., Chernomas, W. M., McMillan, D. E., Morin, F., & Demczuk, L. (2016). The effectiveness and experience of ABP among undergraduate nursing students: A mixed methods systematic review. The JBI Database of Systematic Reviews and Implementation Reports, 14(11), 139-239.