Arts-Based Learning Strategies in Clinical Postconference: A Qualitative Study

The Journal of Nursing Education
Stacy L LutterJodi L Jarecke

Abstract

Arts-based learning (ABL) strategies can enhance student learning in nursing education. Clinical postconference provides an opportunity to integrate these strategies. The purpose of this qualitative study was to understand student perspectives of ABL activities in clinical postconference and to explore the effect of ABL strategies during clinical postconference on nursing students' perceptions of their own practice. This study was designed to reflect the critical attributes of ABL proposed by Rieger and Chernomas. Twenty-nine nursing students participated in six ABL activities during clinical postconference. Data were collected from student reflective papers. Inductive data analysis was used to derive themes. Four main themes emerged: (a) Developing New Perspectives, (b) Appreciating the Patient Experience, (c) Reflecting on Feelings and Growth, and (d) Recognizing the Value of ABL. ABL strategies integrated during clinical post-conference facilitate student learning by actively engaging students in reflection of professional practice and developing empathy. [J Nurs Educ. 2018;57(9):549-553.].

References

Jul 28, 2007·Journal of Clinical Nursing·Li-Ling Hsu
May 1, 2013·International Journal of Nursing Education Scholarship·Kendra L Rieger, Wanda M Chernomas
Jul 3, 2013·Nursing Science Quarterly·Julie McGarry, Aimee Aubeeluck
Jan 31, 2014·Journal of Clinical Nursing·Gary Rolfe
Mar 25, 2015·Nurse Education Today·Dawn Coleman, Diane S Willis
May 11, 2015·Nurse Education Today·Kirsten Jack
Jun 29, 2016·The Journal of Nursing Education·Megan NguyenFaith Donald
Dec 13, 2016·JBI Database of Systematic Reviews and Implementation Reports·Kendra L RiegerLisa Demczuk

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Citations

Mar 3, 2021·Nurse Education in Practice·Susan TimpaniNina Sivertsen

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