Virginia Commonwealth University nursing students wrapped their spring semester with something a little unexpected: painting, sculpture, mixed media and narration.
As part of an innovative approach to learning, nursing students 355: mental health psychiatric nursing care were challenged to create original visual works such as their final project that interpret, explore and communicate the complex realities of psychiatric diseases and mental health disorders.
The five -credits course in the nursing school combines essential learning in class with 60 hours of clinical experience to prepare first cycle nursing care students to understand, prevent and deal with current mental health problems in individuals, families and communities. Beyond manuals and clinical rotations, the course encourages students to think deeply, to cultivate empathy and to think in a creative way.
“This assignment promotes self -awareness, empathy and critical thinking – essential skills to establish therapeutic relationships and provide holistic care,” said Andrea ReedDNP, clinical assistant professor in the health care department of health and the community community, which led the course. “This also strengthens the integration of practice based on evidence with the art of nursing care, reminding students that compassion, presence and creativity are as vital as clinical expertise. Thanks to their artistic expression and their written reflections, students help make mental health a subject not only visible but also deeply felt. ”
The course covers current mental health problems and how to help individuals and communities to prevent and manage them. According to Reed, the creative final project often brings a new layer of depth to the understanding of students.
“By engaging with mental health subjects through a personal and artistic lens, they are challenged to go beyond the memorization and to consider the lived experiences of people affected by conditions such as anxiety, depression, schizophrenia and substance consumption disorders,” she said. “This project poses theory and practice by forcing students to synthesize what they have learned in class – from biological and psychological frameworks to socio -cultural frameworks – and express it in a way that resonates emotionally and intellectually.”
The duty asked students to create a work of visual art which transmits the experience, stigma or the emotional landscape of people living with a particular psychiatric or mental health disorder. The result was a gallery of insightful pieces and often emotionally loaded.
Inspired by the PostSecret project – A community art initiative began in 2004 where people anonymously share personal secrets on postcards – Reed encouraged students to express complex mental health experiences through art and narration.
Research shows that The integration of creative activities in nursing education helps students Develop critical thinking, observation skills and empathy – key qualities to provide care for high quality patients. Studies suggest that the commitment of nursing students in learning -based learning improves creativity not only creativity but also improves their ability to understand and manage complex situations.
The course resulted in an exhibition on the class level where the students shared their work and engaged in discussions on mental health themes and the experiences they aimed to grasp. This exchange gave students an additional opportunity to deepen their understanding of realities behind diseases and psychiatric disorders.
“The act of creation of art deepens empathy, improves reflective thought and strengthens their capacity to communicate complex ideas with sensitivity and clarity,” said Reed. “In the end, it helps to transform academic knowledge into compassionate care and focus on the person.”
This story was Originally published On the website of the Nursing School.
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