This paper explores the use of painting with a group of pre-registration nursing
students, as one-approach educators might use to encourage deeper thinking and
reflection. During the second week of their course, the students were asked to
paint a picture of what they believed nursing to be, using colour to capture their
feelings associated with nursing. On completion of their paintings, the students
shared their ideas and beliefs with the group. This process was repeated at the
start of the second year when, on completion of a second painting, their first picture
was returned; with time devoted for the students to analyse both paintings
and write a reflective account. Analysis was required on three levels: (1) to
examine the content of each picture; (2) to explain why they had painted particular
images, and explore factors influencing changes or similarities between pictures;
and (3) at a deeper level, begin exploring how their values and beliefs had
shaped their paintings. Through a facilitated group, students shared their analysis
and associated feelings with their peers, the latter being encouraged to ask questions
and discuss arising issues to develop their reflective and analytic skills.
Examining personal and peer experience enables students to begin to recognise
where, in terms of self and self in relation to others, they need to focus their
attention. The findings provide tentative evidence that such innovative
approaches, together with careful facilitation, can promote deeper insight into
self and their chosen career.