The arts as a catalyst for learning with undergraduate nursing students: findings from a constructivist grounded theory study

• Published in: Arts & health Vol. 12; no. 3; pp. 250 - 269
• Main Authors: Rieger, Kendra L., Chernomas, Wanda M., McMillan, Diana E., Morin, Francine L.
• Format: Journal Article
• Language: English
• Published: England Taylor & Francis 01.10.2020; Taylor & Francis Ltd
• Subjects: Arts; arts-based pedagogy; grounded theory; learning; Nursing education; nursing students; Qualitative research; Students; arts-based pedagogy; learning; nursing students; grounded theory; Arts
• ISSN: 1753-3015; 1753-3023
• DOI: 10.1080/17533015.2019.1608569

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.