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Symbolic interactionism and transformative learning theory guided this study. This understanding can guide the continued development and implementation of this innovative approach and inform discourses about the arts and learning in healthcare education. Whilst numerous authors have investigated ABP, none of them theorised the learning processes of students (Rieger et al., 2016). To further inform this discourse, there is a need for a theoretical understanding of how nursing students learn through the process of ABP and the impact of this process. Students may resent having to complete an assignment which is not tested on registration examinations (Pavill, 2011) and is seen as irrelevant for developing practical nursing skills (Casey, 2009). Educators also write of how ABP is sometimes met with resistance or seen as extraneous in an over-saturated nursing curriculum (Darbyshire, 1994 Pavill, 2011). The emerging body of research suggests that ABP has a meaningful impact on nursing students’ development as professionals (Rieger et al., 2016). There are numerous reported positive outcomes such as self-awareness (Mahar, Iwasiw, & Evans, 2012), awareness of others (Jack, 2012), empathy (Casey, 2009), cultural sensitivity (Newcomb, Cagle, & Walker, 2006), reflection (Jack, 2012), and deeper understanding (Mahar et al., 2012). ![]() ABP seems to alter both the learning process and the learning product (Rieger et al., 2016). There is a growing body of research evidence about the impact of ABP in nursing education. Students learn about another subject through engaging in artistic processes by either responding to works of art, creating works of art, or performing artistic works. Arts-based pedagogy (ABP) is a teaching approach in which an art form is integrated with another subject matter to foster meaningful student learning (Rieger & Chernomas, 2013). This is sometimes due to pedagogical approach, and numerous nurse educators have begun incorporating the arts with the belief that new pedagogical perspectives can foster these essential competencies (Rieger, Chernomas, McMillan, Morin, & Demczuk, 2016). However, it is challenging to teach the wide array of required competencies within a content-focused curriculum (Hermann, 2004). A variety of educational approaches are needed to develop these and other critical capabilities. Entry-level practitioners must possess an extensive range of competencies to navigate complex practice situations: challenging clinical problems demand creative approaches, working together intensively with others requires collaborative skills, and the promotion of well-being demands emotional intelligence. Well-educated nurses need more than scientific knowledge and technical skills (Carper, 1978 Pavill, 2011). When students engaged with these processes, they resulted in surprising and transformative learning outcomes for professional nursing.Ĭonclusions: These findings provide insight into why and how students learned through ABP, and can inform the effective implementation of ABP into healthcare education. 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. Data were analyzed with grounded theory procedures. Thirty nursing students and eight nurse educators shared about their ABP experiences. ![]() Methodology and Methods: We used a constructivist grounded theory methodology which incorporated art-elicitation interviews. The aim of this study was to develop a theoretical understanding of how students learn through ABP in undergraduate nursing education. Background: There is a growing interest in arts-based pedagogy (ABP) to promote the wide range of competencies needed for professional nursing.
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