ABSTRACT

Background: There is a growing interest in arts-based pedagogy (ABP) to promote the wide range of competencies needed for professional nursing. The aim of this study was to develop a theoretical understanding of how students learn through ABP in undergraduate nursing education.

Methodology and Methods: We used a constructivist grounded theory methodology which incorporated art-elicitation interviews. Thirty nursing students and eight nurse educators shared about their ABP experiences. Data were analyzed with grounded theory procedures.

Results: The arts as a catalyst for learning emerged as the core category and elucidates how the unique quality of the arts created powerful pedagogical processes for many students. When students engaged with these processes, they resulted in surprising and transformative learning outcomes for professional nursing.

Conclusions: These findings provide insight into why and how students learned through ABP, and can inform the effective implementation of ABP into healthcare education.

摘要

背景：人们对以艺术为基础的教学法 (ABP) 越来越感兴趣，以促进专业护理所需的广泛能力。本研究的目的是对学生如何在本科护理教育中通过 ABP 学习进行理论理解。

方法论和方法：我们使用了一种建构主义的扎根理论方法论，其中结合了艺术启发式访谈。三十名护理学生和八名护士教育者分享了他们的 ABP 经验。用扎根理论程序分析数据。

结果：作为学习催化剂的艺术成为核心类别，并阐明了艺术的独特品质如何为许多学生创造了强大的教学过程。当学生参与这些过程时，他们为专业护理带来了令人惊讶和变革性的学习成果。

结论：这些发现提供了对学生通过 ABP 学习的原因和方式的深入了解，并可以为 ABP 在医疗保健教育中的有效实施提供信息。