TY - JOUR

T1 - Reflection in nurse education: promoting deeper thinking through the use of painting.

AU - Susan, McAndrew,

AU - Roberts, Deborah

PY - 2015/2/2

Y1 - 2015/2/2

N2 - This paper explores the use of painting with a group of pre-registration nursingstudents, as one-approach educators might use to encourage deeper thinking andreflection. During the second week of their course, the students were asked topaint a picture of what they believed nursing to be, using colour to capture theirfeelings associated with nursing. On completion of their paintings, the studentsshared their ideas and beliefs with the group. This process was repeated at thestart of the second year when, on completion of a second painting, their first picturewas returned; with time devoted for the students to analyse both paintingsand write a reflective account. Analysis was required on three levels: (1) toexamine the content of each picture; (2) to explain why they had painted particularimages, and explore factors influencing changes or similarities between pictures;and (3) at a deeper level, begin exploring how their values and beliefs hadshaped their paintings. Through a facilitated group, students shared their analysisand associated feelings with their peers, the latter being encouraged to ask questionsand discuss arising issues to develop their reflective and analytic skills.Examining personal and peer experience enables students to begin to recognisewhere, in terms of self and self in relation to others, they need to focus theirattention. The findings provide tentative evidence that such innovativeapproaches, together with careful facilitation, can promote deeper insight intoself and their chosen career.

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

KW - Reflection

KW - Reflective practice

KW - Reflective learning

KW - Painting to learn

KW - deeper thinking

U2 - 10.1080/14623943.2014.992406

DO - 10.1080/14623943.2014.992406

M3 - Article

VL - 16

SP - 206

EP - 217

JO - Reflective Practice

JF - Reflective Practice

SN - 1462-3943

IS - 2

ER -