Julie Borup Jensen Ph.d.student Aalborg University Department
of Education, Learning and Philosophy Arts Analysis in the Danish
Nurse Education
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The idea of using arts in the nurse education Not a new idea in
health care and social education (Schssler at HIO and Berntsens
collection of use of arts in health care and social education in
Norway) Supposed to support ability of observing the patient,
strengthen empathy and moral/ethic reflection in nursing care The
new approach is the specific focus on arts as a media for
Martinsens/Lgstrups perspective of nursing care as an artful
practice. Another new approach is creativity in practice
learning
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Questions generated by the design The design experiment raised
the following questions: The relationship between the arts-analysis
and learning through problem finding What is the relationship
between sensory awareness and construction of meaning/learning?
What is the relationship between perceptual/sensory awareness and
creativity? Why is the question raised about creativity?
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Theoretical tool: Problem finding Stephen Wakefield: The
individuals ability of raising questions, which are not possible to
answer with the knowledge at hand in the immediate situation.
Didactic challenge: How to support the students ability of raising
questions? Alane J. Starko: Problem finding as a result of the
concept of wandering and the concept of wondering How to raise the
attention when wandering and wondering?
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Design tool: Arts analysis 1) Description: What can the
participants observe (what is the motive, what elements, what
colours, etc.)? 2) Interpretation: How do the participants
understand the motive? (What symbols, metaphors, analogies in the
motive/piece of music have the participants identified, and what do
they express?). 3) Interaction: What does the artist intend to
express with the motive/piece of music?
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Starkos model/research design Nurses concepts Heightening
anticipations: - narratives from practice Deepening expectations: -
Look at visual arts - Listening to music - Analysing impressions
Going beyond: - Create nurses concepts. Incubation time: Clinical
practice - Looking at the patient - Listeinng to the patient -
Express impressions towards the patient Narratives from
practice
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Findings: Nurse concepts: Taking snap-shots Listening to the
music of the patient Self confidence of the students clinical
observations Building (professional) judgement New practical
understandings of theoretic nursing concepts such as the patients
perspective The arts analysis forced the students to transcend
their immediate interpretations and imagine how the patient is
experiencing the situation
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Negotiation of meaning Negotiation of meaning as a sign of
learning: Trying to imagine what the patient is experiencing Trying
to imagine how the patient is experiencing the situation of being
bound to the bed Trying to put themselves in the situation of the
patient Negotiation of meaning led to the following statement
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Slide 12
More questions Create a theoretical,plausible bridge between
sensory awareness and construction of meaning. Consider
implications for assessment: How do we understand the concept of
knowledge when we want to promote creative, problem finding
learning processes? How can we assess learning processes creating
something new, raising a problem/question not raised before in the
context? Consider implications for designs for innovation