Arts Analysis in the Danish Nurse Education

1. Arts Analysis in the Danish Nurse Education Julie Borup Jensen Ph.d.student Aalborg University Department of Education, Learning and Philosophy

2. The idea of using arts in the nurse education • Not a new idea in health care and social education (Schüssler at HIO and Berntsen’s 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 Martinsen’s/Løgstrup’s perspective of nursing care as an artful practice. • Another new approach is creativity in practice learning

3. 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?

4. Theoretical tool: Problem finding • Stephen Wakefield: The individual’s 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?

5. 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?

7. Starko’s model/research design Nurse’s concepts ”Heightening anticipations”: - narratives from practice ”Deepening expectations”: - Look at visual arts - Listening to music - Analysing impressions ”Going beyond”: - Create nurse’s concepts. ”Incubation time”: Clinical practice - Looking at the patient - Listeinngto the patient - Express impressions towards the patient Narratives from practice

8. 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 patient’s perspective’ • The arts analysis forced the students to transcend their immediate interpretations and imagine how the patient is experiencing the situation

10. 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’

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

13. Thank you for listening!