Arts Analysis in the Danish Nurse Education

Julie Borup JensenPh.d.studentAalborg University Department of Education, Learning and PhilosophyArts Analysis in the Danish Nurse EducationWork in progress - Innovation creating something new in collaboration with others interactive research arts analysis qualify my old design with new perspectives for supporting creative processes.1The idea of using arts in the nurse educationNot 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 careThe 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 learningSchssler: PURE observation training, with no discussion of the learning perspectiveBerntsen: Very much emphasis on the students moral education or arts as a therapeutic means in the actual care.My intentions were different, and have more bearing to fundamental questions about learning?2Questions generated by the designThe design experiment raised the following questions:The relationship between the arts-analysis and learning through problem findingWhat 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?

Theoretical tool: Problem findingStephen 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 wonderingHow to raise the attention when wandering and wondering?

Design tool: Arts analysis1) 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?

The core of the design activities5

6This painting became the symbol of the design. It was the very first painting, I asked the students to analyse, and I had put it on ppt.slide. I had chosen it for many reasons: Its motive was a nurse something familiar, but something the students could only identify relating to historical and cultural knowledge and experience: The white dress and the headgear is associated with the nurse professions uniform. Therefore it would be an effort to describe the picture without using the word nurseThe painting has very significant colouristic effects: We could discuss the meaning and use of colours to make create certain effects. Already here the students found out that they were reading the colours very differently.The painting allowed an investigation of the way the students were interpreting the facial and bodily expression of a human being. They were also suggesting very different moods and thoughts of the model, also in combination with the colours surrounding her.The students had the opportunity to discuss the intentions of the artist.Most important, when we finished analysing, I asked the students, if they had seen the painting before. One of them thought no, another thought at the local arts museum, and a third at a nurse museum she had visited some time ago. Then I took the students out of the room, around the corner and 10 meters down the corridor to a small hall. There the painting was at the wall, right above the central printer.Arts analysis makes the students ask questions like: What is actually constituting my perception and my image of a nurse? Could a nurse look in a different way? How does a nurse look today, what is the relations between the conception of a nurse, and the conception of a nurse?Starkos model/research designNurses conceptsHeightening anticipations:- narratives from practiceDeepening expectations:- Look at visual arts- Listening to music- Analysing impressionsGoing beyond:- Create nurses concepts.Incubation time:Clinical practice- Looking at the patient- Listeinng to the patient- Express impressions towards the patientNarratives from practice

7Findings:Nurse concepts:Taking snap-shotsListening to the music of the patient

Self confidence of the students clinical observationsBuilding (professional) judgementNew 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

9Negotiation of meaningNegotiation of meaning as a sign of learning:Trying to imagine what the patient is experiencingTrying to imagine how the patient is experiencing the situation of being bound to the bedTrying to put themselves in the situation of the patient

Negotiation of meaning led to the following statement

11More 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

I dont make conslusions12Thank you for listening!