No.1 participant | ➢ After the visual art training, I realized I missed so many key points in my previous observation. ➢ The observation procedures I learnt from the training really help me to make nursing diagnosis. |
No.2 participant | ➢ I think it is interesting and I want to take an active part. ➢ It was hard for me to initiatively interpret these Western art pieces without cues from the teacher. |
No.3 participant | ➢ I think most Western art pieces had intricate historical backgrounds and mysterious religious color for me. ➢ Agree with No.2 participant. |
No.4 participant | ➢ I don’t know how to generate a plausible explanation based on this unfamiliar information. ➢ I don’t want to be selected as a spokesman and get involved in discussion, because when I say something wrong, I will feel embarrassed. |
No.5 participant | ➢ It was an exciting and novel experience. ➢ I believe our observational and diagnostic skills will be improved with the help of visual art training. |
No.6 participant | ➢ My favorite part is observation and interpretation of clinical images. I think it is more clinically relevant to my later professional life. ➢ Agree with No.4 participant. |
No.7 participant | ➢ I was satisfied with visual art training. ➢ Agree with No.2 participant. |
No.1 museum guide | ➢ Students seems to have difficulty in concentrate on observation. ➢ In most cases, we have to propose our ideas and students just follow us instead of proposing their own thinking from a different perspective. |
No.2 museum guide | ➢ I think Chinese oil paintings are easier for Chinese students to understand compared with Western art pieces. ➢ Replacing the Western art pieces with Chinese oil paintings may greatly help us delivering this program. |
No.3 museum guide | ➢ Why do not we deliver the program in an art museum? Compared with simulated museums, a real art museum has more paintings and better learning atmosphere to inspire students get more involved in the training. |
No.4 museum guide | ➢ It is important for us to encourage students to overcome their shy nature. ➢ Agree with the clinical professor. |
Art Professor | ➢ There was an unconscious shift from student- to teacher-led training during the implementation process, which was not what we expected. ➢ This might be due to shy nature of Chinese students and obscure Western art pieces. We should work on this. |
No.1 nursing professor | ➢ Students need more time to share ideas and generate multiple interpretations via group discussions. ➢ Maybe we can prolong the session for interpretation and communication to help improve student involvement. |
No.2 nursing professor | ➢ I suggest the selected paintings should have rich visual detail, and potential for ambiguity of interpretation without predetermined correct answers. ➢ Agree with No.1 museum guide |
Clinical professor | ➢ We need to encourage students to guess and interpret paintings based on their observation as boldly as possible. ➢ We will correct them only when their interpretations were illogical or showed idiosyncratic personal bias. |