Learning outcomes with visual thinking strategies in nursing education

Margaret Moorman, Desiree Hensel, Kim A. Decker, Katie Busby

Research output: Contribution to journalEditorial

6 Scopus citations

Abstract

Background There is a need to develop innovative strategies that cultivate broad cognitive, intrapersonal, and interpersonal skills in nursing curricula. The purpose of this project was to explore transferable skills students gained from Visual Thinking Strategies (VTS). Method This qualitative descriptive study was conducted with 55 baccalaureate nursing students enrolled in an entry level healthy population course. The students participated in a 1 h VTS session led by a trained facilitator. Data came from the group's written responses to a question about how they would use skills learned from VTS in caring for patients and in their nursing practice. Results Content analysis showed students perceived gaining observational, cognitive, interpersonal, and intrapersonal skills from the VTS session. Conclusions VTS is a unique teaching strategy that holds the potential to help nursing students develop a broad range of skills. Studies are needed on optimal exposure needed to develop observational, communication, collaboration, and critical thinking skills. Research is also needed on how skills gained in VTS translate to practice.

Original languageEnglish (US)
Pages (from-to)127-129
Number of pages3
JournalNurse Education Today
Volume51
DOIs
StatePublished - Apr 1 2017

ASJC Scopus subject areas

  • Nursing(all)
  • Education

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