Arts-Based Learning Strategies in Clinical Postconference: A Qualitative Study

Background: Arts-based learning (ABL) strategies can enhance student learning in nursing education. Clinical postconference provides an opportunity to integrate these strategies. The purpose of this qualitative study was to understand student perspectives of ABL activities in clinical postconference and to explore the effect of ABL strategies during clinical postconference on nursing students' perceptions of their own practice. Method: This study was designed to reflect the critical attributes of ABL proposed by Rieger and Chernomas. Twenty-nine nursing students participated in six ABL activities during clinical postconference. Data were collected from student reflective papers. Inductive data analysis was used to derive themes. Results: Four main themes emerged: (a) Developing New Perspectives, (b) Appreciating the Patient Experience, (c) Reflecting on Feelings and Growth, and (d) Recognizing the Value of ABL. Conclusion: ABL strategies integrated during clinical postconference facilitate student learning by actively engaging students in reflection of professional practice and developing empathy.