Kirsten Jack1. 1. Manchester Metropolitan University, Faculty of Health, Psychology and Social Care, Birley Building, 53 Bonsall Street, Manchester M15 6GX, United Kingdom. Electronic address: k.jack@mmu.ac.uk.
Abstract
BACKGROUND: Arts based approaches have been used in health education in various ways e.g. to develop emotional awareness, reduce anxiety and stress and assess communication skills. OBJECTIVES: This evaluation aimed to explore the use of poetry writing as a way for undergraduate nursing students to consider their feelings about important practice issues. METHODS: 42 first year undergraduate nursing students were asked to write a poem which focussed on an important nursing issue e.g. compassion, communication or the therapeutic role of the nurse. They were then asked to read the poem aloud to a small group and discuss its meaning. RESULTS: 60% (n=24) of students reported that the exercise had increased understanding of their chosen subject, 75% (n=30) stated that they had learned something about themselves and 65% (n=26) of students stated that they had enjoyed the poetry writing exercise. Qualitative comments suggested that the use of poetry enabled greater understanding of others' experiences, promoted open and honest reflection on feelings and supported the development of confidence. CONCLUSION: There is a need for teaching methods which engage and develop students' imagination, if they are going to be adequately prepared for the demands of nursing practice. Poetry writing and discussion supports the development of confidence, therapeutic communication skills and the ability to think creatively.
BACKGROUND: Arts based approaches have been used in health education in various ways e.g. to develop emotional awareness, reduce anxiety and stress and assess communication skills. OBJECTIVES: This evaluation aimed to explore the use of poetry writing as a way for undergraduate nursing students to consider their feelings about important practice issues. METHODS: 42 first year undergraduate nursing students were asked to write a poem which focussed on an important nursing issue e.g. compassion, communication or the therapeutic role of the nurse. They were then asked to read the poem aloud to a small group and discuss its meaning. RESULTS: 60% (n=24) of students reported that the exercise had increased understanding of their chosen subject, 75% (n=30) stated that they had learned something about themselves and 65% (n=26) of students stated that they had enjoyed the poetry writing exercise. Qualitative comments suggested that the use of poetry enabled greater understanding of others' experiences, promoted open and honest reflection on feelings and supported the development of confidence. CONCLUSION: There is a need for teaching methods which engage and develop students' imagination, if they are going to be adequately prepared for the demands of nursing practice. Poetry writing and discussion supports the development of confidence, therapeutic communication skills and the ability to think creatively.
Authors: Shane Sinclair; Jane Kondejewski; Priya Jaggi; Liz Dennett; Amanda L Roze des Ordons; Thomas F Hack Journal: Acad Med Date: 2021-07-01 Impact factor: 7.840