Putting STEAM into nursing teaching

Francesca Arrigoni; Carmel Blackie

Putting STEAM into nursing teaching

Research output: Contribution to conference › Lecture / Speech › peer-review

Abstract

Recently the idea of art as a mechanism to engage students in HE with science has resurfaced, particularly in medicine and other health related courses, but how effective can art be to help students memorise? Method: We compared teaching art cardiac physiology to level 5 nursing students either online (n=312) or face-to-face(n=36). Students were shown how to draw, the whilst drawing the cardiac anatomy, explanations of the structure function relationship were given. The students were assessed before and after the lesson and questionnaires given. Results: Whether working online or face to face, test scores improved following the class, however, longer, face to face classese produced better results. We effectively demonstrated a technique which enabled nursing students to engage with complex physiology and learn effectively without feelings of stress typically associated with learning. Whilst possible to effectively teach online to 300+ students a longer session would be needed to have greater impact

Original language	English
Publication status	Published - 12 Apr 2023
Event	Innovation and Updates in Teaching and Student Education across Physiology and STEM in the UK - Leeds, U.K. Duration: 12 Apr 2023 → 13 Apr 2023

Conference

Conference	Innovation and Updates in Teaching and Student Education across Physiology and STEM in the UK
Period	12/04/23 → 13/04/23

Bibliographical note

Organising Body: The Physiological Society

Keywords

Art and design

Cite this

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title = "Putting STEAM into nursing teaching",

abstract = "Recently the idea of art as a mechanism to engage students in HE with science has resurfaced, particularly in medicine and other health related courses, but how effective can art be to help students memorise? Method: We compared teaching art cardiac physiology to level 5 nursing students either online (n=312) or face-to-face(n=36). Students were shown how to draw, the whilst drawing the cardiac anatomy, explanations of the structure function relationship were given. The students were assessed before and after the lesson and questionnaires given. Results: Whether working online or face to face, test scores improved following the class, however, longer, face to face classese produced better results. We effectively demonstrated a technique which enabled nursing students to engage with complex physiology and learn effectively without feelings of stress typically associated with learning. Whilst possible to effectively teach online to 300+ students a longer session would be needed to have greater impact",

keywords = "Art and design",

author = "Francesca Arrigoni and Carmel Blackie",

note = "Organising Body: The Physiological Society; Innovation and Updates in Teaching and Student Education across Physiology and STEM in the UK ; Conference date: 12-04-2023 Through 13-04-2023",

year = "2023",

month = apr,

day = "12",

language = "English",

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TY - CONF

T1 - Putting STEAM into nursing teaching

AU - Arrigoni, Francesca

AU - Blackie, Carmel

N1 - Organising Body: The Physiological Society

PY - 2023/4/12

Y1 - 2023/4/12

N2 - Recently the idea of art as a mechanism to engage students in HE with science has resurfaced, particularly in medicine and other health related courses, but how effective can art be to help students memorise? Method: We compared teaching art cardiac physiology to level 5 nursing students either online (n=312) or face-to-face(n=36). Students were shown how to draw, the whilst drawing the cardiac anatomy, explanations of the structure function relationship were given. The students were assessed before and after the lesson and questionnaires given. Results: Whether working online or face to face, test scores improved following the class, however, longer, face to face classese produced better results. We effectively demonstrated a technique which enabled nursing students to engage with complex physiology and learn effectively without feelings of stress typically associated with learning. Whilst possible to effectively teach online to 300+ students a longer session would be needed to have greater impact

AB - Recently the idea of art as a mechanism to engage students in HE with science has resurfaced, particularly in medicine and other health related courses, but how effective can art be to help students memorise? Method: We compared teaching art cardiac physiology to level 5 nursing students either online (n=312) or face-to-face(n=36). Students were shown how to draw, the whilst drawing the cardiac anatomy, explanations of the structure function relationship were given. The students were assessed before and after the lesson and questionnaires given. Results: Whether working online or face to face, test scores improved following the class, however, longer, face to face classese produced better results. We effectively demonstrated a technique which enabled nursing students to engage with complex physiology and learn effectively without feelings of stress typically associated with learning. Whilst possible to effectively teach online to 300+ students a longer session would be needed to have greater impact

KW - Art and design

M3 - Lecture / Speech

T2 - Innovation and Updates in Teaching and Student Education across Physiology and STEM in the UK

Y2 - 12 April 2023 through 13 April 2023

ER -

Putting STEAM into nursing teaching

Abstract

Conference

Bibliographical note

Keywords

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Cite this