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Quilting emergent advanced practice nursing educator identity: an arts-informed approach

  • Emma MacGregor , Nicole Serre , Teresa Cozzella , Barbara McGovern and Lori Schindel Martin
Published/Copyright: August 10, 2021

Abstract

Objectives

Arts-informed pedagogy in the graduate nursing classroom is used to support the integration of theory with advanced practice nursing (APN) competencies (Canadian Nurses Association, 2008, 2019).

Methods

Using the patterns of knowing (Carper, 1978; Chinn & Kramer, 2018), Iwasiw & Goldenberg’s curriculum development model (2015) and practice development (McCormack, Manley, & Titchen, 2013), two course professors facilitated the delivery of an innovative arts-informed approach in a nursing graduate program, the Quilt.

Results

The Quilt was meant to invite graduate students to critically reflect and create a visual depiction of their emergent identities as advanced practice nurse educators (APNEs). As three graduate student authors, we reflect on our experiences engaging with arts-informed pedagogy to explore the features of the collective APNE identity. The design and delivery of the Quilt is described.

Conclusions

Finally, we discuss the lessons learned, and the value of arts-informed pedagogy to support the meaningful integration of theory amongst graduate nursing students becoming APNEs.


Corresponding author: Emma MacGregor, Daphne Cockwell School of Nursing, Ryerson University Faculty of Community Services, Toronto, Canada, E-mail:

Acknowledgments

As a team of authors, we acknowledge the creative contributions our student peers made to the building of the Quilt. We are honoured to take their aesthetic knowledge pieces forward on their behalf. We would also like to express gratitude to course professors Barb McGovern and Dr. Lori Schindel Martin, at Ryerson University for their guidance and support in the writing of this manuscript, and our flourishing.

  1. Research funding: None declared.

  2. Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.

  3. Competing interests: Authors state no conflict of interest.

  4. Informed consent: Not applicable.

  5. Ethical approval: Not applicable.

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Received: 2020-10-27
Accepted: 2021-07-16
Published Online: 2021-08-10

© 2021 Walter de Gruyter GmbH, Berlin/Boston

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