Visual Thinking Strategies: Critical Analysis to Improve Assessment and Observation

2.50
Hdl Handle:
http://hdl.handle.net/10755/308135
Category:
Abstract
Type:
Presentation
Title:
Visual Thinking Strategies: Critical Analysis to Improve Assessment and Observation
Author(s):
Moorman, Margaret "Meg"
Lead Author STTI Affiliation:
Alpha
Author Details:
Margaret "Meg" Moorman, RN, MSN, WHNP-BC, mmmoorma@iupui.edu
Abstract:

Session presented on: Monday, November 18, 2013

Nurse educators are called upon to provide creative, innovative student experiences in order to prepare nurses to work in complex healthcare settings.  As part of this preparation, teaching observational and communication skills is critical for nurses and can directly affect patient outcomes.  Visual thinking strategies (VTS) are a teaching method that has been studied in primary education to develop communication and observational skills. Current research suggests VTS holds the promise to improve these same skills in nursing students (Moorman, 2013).  Therefore, this presentation will explore how faculty can utilize this phenomenological approach with nursing students to transform experiences and see beyond to connect with human experiences. VTS begins with audible reflection about works of art and engages students with each other to help build meaning and scaffold off of each other’s comments. Through these discussions, students begin to frame each other’s comments, providing visual evidence for what they are seeing.  How students learn to articulate their meanings in thorough, detailed ways through open, guided discussions will be shared.  Exemplars of reflections about how one came to an understanding about the meaning are shared and how students are provided with an opportunity to hear how others find meaning and describe or engage with a work of art is explored.  Finally, how this reflective  approach has been used with groups of both nursing and medical students to build meaning or consider other’s perspectives, with no one concept being identified as “right” or “correct” will be shared.
Keywords:
observation and communication skills; visual thinking strategies; reflection
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleVisual Thinking Strategies: Critical Analysis to Improve Assessment and Observationen_GB
dc.contributor.authorMoorman, Margaret "Meg"en_GB
dc.contributor.departmentAlphaen_GB
dc.author.detailsMargaret "Meg" Moorman, RN, MSN, WHNP-BC, mmmoorma@iupui.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308135-
dc.description.abstract<p>Session presented on: Monday, November 18, 2013</p>Nurse educators are called upon to provide creative, innovative student experiences in order to prepare nurses to work in complex healthcare settings.  As part of this preparation, teaching observational and communication skills is critical for nurses and can directly affect patient outcomes.  Visual thinking strategies (VTS) are a teaching method that has been studied in primary education to develop communication and observational skills. Current research suggests VTS holds the promise to improve these same skills in nursing students (Moorman, 2013).  Therefore, this presentation will explore how faculty can utilize this phenomenological approach with nursing students to transform experiences and see beyond to connect with human experiences. VTS begins with audible reflection about works of art and engages students with each other to help build meaning and scaffold off of each other’s comments. Through these discussions, students begin to frame each other’s comments, providing visual evidence for what they are seeing.  How students learn to articulate their meanings in thorough, detailed ways through open, guided discussions will be shared.  Exemplars of reflections about how one came to an understanding about the meaning are shared and how students are provided with an opportunity to hear how others find meaning and describe or engage with a work of art is explored.  Finally, how this reflective  approach has been used with groups of both nursing and medical students to build meaning or consider other’s perspectives, with no one concept being identified as “right” or “correct” will be shared.en_GB
dc.subjectobservation and communication skillsen_GB
dc.subjectvisual thinking strategiesen_GB
dc.subjectreflectionen_GB
dc.date.available2013-12-19T17:27:21Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:27:21Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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