The undergraduate nursing students' experience and perceptions of aesthetics education: A qualitative study

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-02-20 DOI:10.1016/j.nedt.2025.106642

Wenzhe Hua , Ningyuan Guo , Daqiao Zhu , Yinghui Wu , Wenjuan Tang , Qiong Fang

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Abstract

Background

Nursing's dual identity as an art and a science requires a balance within the curriculum. Aesthetics in nursing education, in the form of a course, a program, or an activity, is helpful to empower future nurses with aesthetic knowledge and competence in caring for patients in an artistic and humanistic way. However, the integration of aesthetics into nursing curricula remains underexplored.

Aim

To describe the undergraduate nursing students' experience and perspectives of aesthetics education, as a reference to the potential benefits and challenges of nursing aesthetics education.

Design

Descriptive phenomenology qualitative approach.

Methods

Purposive and snowball sampling were used to recruit participants from different provinces in China from July to August 2023. Data were collected through online individual interviews with 16 participants. Data were analyzed using the Colaizzi method.

Results

Three themes and 12 subthemes were extracted. The themes were Growth through internalizing values and externalizing actions, unique connotations of nursing aesthetics, and expectations and suggestions for nursing aesthetic education.

Conclusions

The students had a deep understanding of aesthetics’ role in nursing practice and profoundly improved their personalities, professional competence, and commitment through aesthetics education.

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.