Abstract
Background: Arts-based learning is a pedagogy that uses art, literature, and writing to enhance listening and observation skills and can be used in nursing education (Lovell, et al., 2021; Raber, & Vermeesch, 2022; Reiger et al., 2016). A core competency of baccalaureate nursing education to apply knowledge from arts and humanities to their nursing practice (American Association of Colleges of Nursing, 2021). However, there is still little known about how this can be practically done in undergraduate nursing curricula to teach clinical judgment and leadership concepts.
Methods: In an undergraduate nursing leadership course, art, poetry, short stories, and creative writing were used to teach clinical judgment within the context of learning about organizational culture and nursing leadership. In the clinical portion of the course, learning activities aligned with the components of Tanner’s Clinical Judgment Model: background, noticing, interpreting, responding, and reflecting, and were used in student-led conferences (Tanner et al., 2022). Students were given specific prompts to help facilitate discussion and connect their learning to their clinical placements and leadership concepts such as effective communication and ethics. After completion of the course, students (n=29) completed a survey to rate their satisfaction with the arts-based learning activities and how these activities supported their clinical judgment.
Results: The majority of students reported that the arts-based learning activities helped improve their clinical judgment. Students also recommended the continued use and expansion of arts-based learning to teach clinical judgment in both clinical and theory portions of courses.
Implications: Arts-based learning is an innovative and creative way to teach clinical judgment and offers an alternative to traditional teaching modalities and can be used to teach nursing leadership concepts. Further research is needed to evaluate the efficacy of arts-based learning throughout the nursing curricula, in both theory and clinical courses.
Notes
References:
American Association of Colleges of Nursing. (2021). The essentials: Core competencies for nursing education. https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf
Lovell, C., Elswick Jr, R. K., McKay, S. W., Robins, J., & Salyer, J. (2021). Visual arts in nursing education: An inventive interprofessional initiative to cultivate metacognitive awareness in beginning nursing students. Journal of Holistic Nursing, 39(2), 135-143.
Raber, A. M., & Vermeesch, A. (2022). Participatory arts-based pedagogy in baccalaureate nursing education. Nursing Education Perspectives, 43(1), 51-52.
Rieger, Kendra L.; Chernomas, Wanda M.; McMillan, Diana E.; Morin, Francine L.; Demczuk, Lisa. (2016). Effectiveness and experience of arts-based pedagogy among undergraduate nursing students: A mixed methods systematic review. JBI Database of Systematic Reviews and Implementation Reports 14(11). Https//www.doi:10.11124/JBISRIR-2016-003188
Tanner, C.A., Messecar, D.C. & Delawska-Elliott, B. (2022). Evidence-Based Practice. In L.A. Joel (Ed.) Advanced practice nursing: Essentials for role development (5th ed). FA Davis
Sigma Membership
Beta Psi
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Teaching and Learning Strategies, Arts-based Learning, Baccalaureate Nursing Education
Recommended Citation
Roach, Ashley; Kingsbury, Patricia; and Chandler, Ryan, "Using Arts-Based Learning to Teach Clinical Judgement in an Undergraduate Nursing Leadership Course" (2025). International Nursing Research Congress (INRC). 88.
https://www.sigmarepository.org/inrc/2025/presentations_2025/88
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Using Arts-Based Learning to Teach Clinical Judgement in an Undergraduate Nursing Leadership Course
Seattle, Washington, USA
Background: Arts-based learning is a pedagogy that uses art, literature, and writing to enhance listening and observation skills and can be used in nursing education (Lovell, et al., 2021; Raber, & Vermeesch, 2022; Reiger et al., 2016). A core competency of baccalaureate nursing education to apply knowledge from arts and humanities to their nursing practice (American Association of Colleges of Nursing, 2021). However, there is still little known about how this can be practically done in undergraduate nursing curricula to teach clinical judgment and leadership concepts.
Methods: In an undergraduate nursing leadership course, art, poetry, short stories, and creative writing were used to teach clinical judgment within the context of learning about organizational culture and nursing leadership. In the clinical portion of the course, learning activities aligned with the components of Tanner’s Clinical Judgment Model: background, noticing, interpreting, responding, and reflecting, and were used in student-led conferences (Tanner et al., 2022). Students were given specific prompts to help facilitate discussion and connect their learning to their clinical placements and leadership concepts such as effective communication and ethics. After completion of the course, students (n=29) completed a survey to rate their satisfaction with the arts-based learning activities and how these activities supported their clinical judgment.
Results: The majority of students reported that the arts-based learning activities helped improve their clinical judgment. Students also recommended the continued use and expansion of arts-based learning to teach clinical judgment in both clinical and theory portions of courses.
Implications: Arts-based learning is an innovative and creative way to teach clinical judgment and offers an alternative to traditional teaching modalities and can be used to teach nursing leadership concepts. Further research is needed to evaluate the efficacy of arts-based learning throughout the nursing curricula, in both theory and clinical courses.
Description
Arts-based learning, including the use of art, poetry, and creative writing, can be an effective tool to teach clinical judgment and leadership concepts to undergraduate nursing students.