Reflection in nurse education: promoting deeper thinking through the use of painting

Abstract

This paper explores the use of painting with a group of pre-registration nursing students, as one-approach educators might use to encourage deeper thinking and reflection. During the second week of their course, the students were asked to paint a picture of what they believed nursing to be, using colour to capture their feelings associated with nursing. On completion of their paintings, the students shared their ideas and beliefs with the group. This process was repeated at the start of the second year when, on completion of a second painting, their first picture was returned; with time devoted for the students to analyse both paintings and write a reflective account. Analysis was required on three levels: (1) to examine the content of each picture; (2) to explain why they had painted particular images, and explore factors influencing changes or similarities between pictures; and (3) at a deeper level, begin exploring how their values and beliefs had shaped their paintings. Through a facilitated group, students shared their analysis and associated feelings with their peers, the latter being encouraged to ask questions and discuss arising issues to develop their reflective and analytic skills. Examining personal and peer experience enables students to begin to recognise where, in terms of self and self in relation to others, they need to focus their attention. The findings provide tentative evidence that such innovative approaches, together with careful facilitation, can promote deeper insight into self and their chosen career.

Application of the Threshold Concept Framework in Nursing

“…Students reported an increased understanding of cultural threshold concepts, such as compassion. McAndrew and Roberts21 used painting and reflection with 12 nursing students to explore their self-concept and identity of becoming a nurse. Paintings allowed for exploration of both values and beliefs during their personal journey.…”

“…The threshold concepts framework aids in the redesign of pedagogy to engage students at critical points in the learning process so more students can successfully navigate these encounters 34. Pedagogical strategies involving film, literature, art, and theater have been successful in creating safe learning spaces that supports students during this troublesome learning period 21,26–28…”

“…33 The threshold concepts framework aids in the redesign of pedagogy to engage students at critical points in the learning process so more students can successfully navigate these encounters. 34 Pedagogical strategies involving film, literature, art, and theater have been successful in creating safe learning spaces that supports students during this troublesome learning 21,[26][27][28] The threshold concepts framework provides guidance for both identifying and sequencing concepts critical to the discipline of nursing. 34 This theory-driven recognition of the "jewels in the curriculum" through threshold concepts identification 3,36 has the potential to decrease an already crowded curriculum.…”

Creative and embodied methods to teach reflections and support students’ learning

“…From Dewey (1933Dewey ( ) a d " hö s (1987 ideas of reflective teaching and reflection in action to B ookfield s (1995) critically reflective teacher, the discourse of reflective practice within teacher education has become a dogma (Edwards & Nicoll, 2006). Teachers in schools and higher education along with those in the social, medical and caring professions are trained to become reflective practitioners and to model this practice (Hatton & Smith, 1995;McAndrew & Roberts, 2015;Tremmel, 1993). Reflection is also an essential part of a conservatoire training for students in order to develop them as artists and professionals within their field (see for example Gaunt, 2016;Duffy, 2016;Guillaumier, 2016;Treagar et al, 2016).…”