Using Visual Thinking Strategies in Nursing Education

Moorman, Margaret; Hensel, Desirée

doi:10.1097/nne.0000000000000185

Cited by 16 publications

(8 citation statements)

References 7 publications

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“…Then the facilitator paraphrases what the participant says and then asks the group: What more can you find? [2,12,20,24].…”

Section: Visual Thinking Strategiesmentioning

confidence: 99%

“…Art has been used to improve observational skills in a variety ways in nursing education [4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19]. For instance, Frie et al [5] found when nursing students viewed and described artwork at different distances, the students developed a broadened understanding of the role of perception and an awareness of the need to make accurate, precise observations.…”

Section: Introductionmentioning

confidence: 99%

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The Meaning of Visual Thinking Strategies for Nursing Students

Moorman

2015

Humanities

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Nurse educators are called upon to provide innovative experiences for students to prepare them to work in complex healthcare settings. As part of this preparation, developing observational and communication skills is critical for nurses and can directly affect patient outcomes. Visual thinking strategies (VTS) is a teaching method that has been studied in primary education to develop communication and observational skills. VTS has potential to improve these same skills in nursing yet only one study has been done including nursing students and none have researched what meaning VTS has for them. This research study sought to answer the following questions: What meaning does VTS have for nursing students? How do nursing students use it in caring for patients? Students at a large Midwestern university in a Bachelor of Science program were recruited for participation. Students who voluntarily participated in a previous VTS experience were invited to participate in a second one, followed by an interview. Interpretive phenomenology was used to analyze the interviews and the following themes were identified: Feeling safe in learning and seeing and thinking differently. A literature review was performed to further expand these themes. Analysis of the findings and implications for future research are discussed.

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“…Then the facilitator paraphrases what the participant says and then asks the group: What more can you find? [2,12,20,24].…”

Section: Visual Thinking Strategiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Meaning of Visual Thinking Strategies for Nursing Students

Moorman

2015

Humanities

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“…Students in the care of families course created a work of art that symbolized what family meant to them. During class, students engaged in a faculty-supported student-centered gallery walk, observing each work of art using the visual thinking strategies framework (Moorman & Hensel, 2016), a structured art viewing technique that combines the use of observation and critical thinking skills to enhance communication. After listening to classmates' interpretations, the creator of the work of art was asked to comment and offer a personal interpretation.…”

Section: Methodsmentioning

confidence: 99%

Participatory Arts-Based Pedagogy in Baccalaureate Nursing Education

Vermeesch¹,

Raber²,

Mood³

2021

Nurs Educ Perspect

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Arts-based pedagogy (ABP) is an innovative teaching method combining art and learning in an existing curriculum. To understand the impact of students' perceptions of the effects of ABP on critical thinking, communication, and observational skills, 89 students completed an online survey. The results indicate that students enjoyed ABP and that it positively affected critical thinking, enhancing their future clinical practice and preparing them for increasingly complex health care environments.KEY WORDS Arts-Based Pedagogy -Critical Thinking -Undergraduate Nursing Students F or this study, baccalaureate nursing students completed arts-based assignments in two distinct courses. The assignments depicted their personal nursing metaparadigm and their definition of family. The aim of the study was to better understand student perceptions of an arts-based pedagogy (ABP) assignment and the impact of ABP on students' observational and communication skills. In addition, we sought to understand how ABP impacted critical thinking and future clinical practice.

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“…Advancement of these competencies through VTS has also been reported by others using student selfreports. 28,38,39 It should be noted that a recent narrative review concluded that, apart from clinical observation skills, evidence for visual image instruction in developing other skills during medical education is poor. 40 However, unlike these other single-session interventions, our findings arise from participation in multiple VTS sessions and related activities across an entire academic year.…”

Section: A J P Ementioning

confidence: 99%

“…45 Additionally, VTS allows the facilitator to model inclusive practices and for participants to experience being listened to, having their views validated and being asked to justify their viewpoint in an open and non-judgmental manner. 39 The consistent process and safe environment encourages students to gain confidence to express their ideas and to actively, and respectfully, disagree with others. 46 Another strength of the VTS method is the flexibility afforded by image selection.…”

Section: A J P Ementioning

confidence: 99%

Using Visual Thinking Strategies to Support Development of Pharmacy Student Competency in Person-Centered Care

Aspden

Εgan

Bye

et al. 2022

American Journal of Pharmaceutical Education

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Objective. To evaluate the introduction of ten Visual Thinking Strategy (VTS) sessions into Year 2 of our BPharm programme with the aim of assisting students to develop skills and attitudes required for inclusive practice. Methods. The evaluation used a cross-sectional study design. All members of the first two successive student cohorts completing multiple VTS sessions were asked to consent for their evaluation responses to be used for research purposes. Each completed a 38-item online reflective questionnaire exploring student perceptions of competency development, transference and session acceptability. Closed-question responses were analysed in Excel to produce descriptive statistics. Free-text responses were categorised and quantified using an inductive approach and manifest content analysis. Results. The responses of 56% (n=98/147) students were analysed. Students generally believed the sessions had supported the development of the person-centred communication, cultural competence and critical thinking skills surveyed. The minimum level of agreement with an improvement occurring was 74.5%. Free-text responses revealed the perception of additional skill and attitude development. Sixty percent of participants had thought about the VTS questions or used what they had learned in the VTS sessions in other settings. Eighty six percent of students agreed that VTS should remain in the curriculum. Conclusion.Incorporating regular VTS sessions into Year 2 of the BPharm programme appears to be acceptable to students. Data suggest inclusion of multiple VTS sessions are a valuable addition to health curriculum, offering affective learning experiences which support development and transference of key skills and attitudes relating to provision of inclusive person-centred care.

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Using Visual Thinking Strategies in Nursing Education

Cited by 16 publications

References 7 publications

The Meaning of Visual Thinking Strategies for Nursing Students

The Meaning of Visual Thinking Strategies for Nursing Students

Participatory Arts-Based Pedagogy in Baccalaureate Nursing Education

Using Visual Thinking Strategies to Support Development of Pharmacy Student Competency in Person-Centered Care

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