Art-Based Learning as a Pedagogical Strategy to Enhance Attention, Engagement, and Learning in Pathology Education Among Nursing Students.
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| Title: | Art-Based Learning as a Pedagogical Strategy to Enhance Attention, Engagement, and Learning in Pathology Education Among Nursing Students. |
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| Alternate Title: | El aprendizaje basado en el arte como estrategia pedagógica para mejorar la atención, la participación y el aprendizaje entre estudiantes de enfermería. A aprendizagem baseada na arte como estratégia pedagógica para melhorar a atenção, a participação e a aprendizagem entre estudantes de enfermagem. |
| Authors: | Shanmugam, Valliammal1 sva1766@nimhans.ac.in, Porredi, Vijayalakshmi1 pvijayalakshmireddy@gmail.com, Kathyayani, Bidadi Veerabadraiah1 bv.kathyayani@rediffmail.com |
| Source: | Investigación & Educación en Enfermería. May-Jul2026, Vol. 44 Issue 2, p198-208. 11p. |
| Subjects: | Psychology of college students, Scale analysis (Psychology), Art, Educational outcomes, Pilot projects, Statistical sampling, Research evaluation, Tertiary care, Descriptive statistics, Clinical pathology, Attention, Experimental design, Problem-based learning, Test validity, Baccalaureate nursing education, Data analysis software, Nursing students, Thrombosis |
| Geographic Terms: | India |
| Abstract (English): | Objective. To evaluate the effect of an Art-Based Learning activity on attention, engagement, and immediate learning outcomes in pathology education among undergraduate nursing students. Methods. A post-test-only pre-experimental study was conducted among 85 second-year nursing students in South India (October 2025). During a pathology lecture on thrombosis, students participated in an unannounced 30-minute Art-Based Learning activity representing thrombus formation through poems, stories, riddles, drawings, and comics. Learning outcomes were assessed immediately using a formative knowledge tool and an Attention & Engagement Scale. Results. The mean knowledge score was 8.9 (Maximum possible = 10), indicating strong immediate learning. Engagement levels were consistently high across all scale items (4.24 to 4.48 of 5 of maximum possible), indicating strong student involvement in the learning activity. Conclusion. Art-based learning significantly enhanced attention, engagement, and immediate learning outcomes. Art-Based Learning may serve as an effective complementary strategy to traditional teaching by transforming abstract pathology concepts into meaningful, memorable learning experiences. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Objetivo. Evaluar el efecto de una actividad de aprendizaje basada en el arte sobre la atención, la participación y los resultados inmediatos del aprendizaje en los estudiantes de enfermería. Métodos. En 2025 se llevó a cabo un estudio cuasi-experimental con evaluación post-prueba en 85 estudiantes de segundo año de enfermería en el sur de la India. Durante una clase sobre el tema de trombosis, los estudiantes participaron en una actividad de Aprendizaje Basado en el Arte con una duración de 30 minutos, en la que representaron la formación de trombos a través de poemas, historias, acertijos, dibujos y cómics. Los resultados del aprendizaje se evaluaron inmediatamente después de la finalización de la actividad utilizando una herramienta de conocimiento formativo y una Escala de Atención y Compromiso. Resultados. La puntuación media de conocimiento fue de 8.94 (de un máximo posible de 10), lo que indica un fuerte aprendizaje inmediato. Los niveles de compromiso fueron consistentemente altos en todos los ítems de la escala (promedio de 4.24 a 4.48 de un puntaje máximo posible de 5), lo que indica una fuerte participación de los estudiantes en la actividad de aprendizaje. Conclusión. El aprendizaje basado en el arte mejoró positivamente la atención, la participación y los resultados de aprendizaje inmediatos. El aprendizaje basado en el arte puede servir como una estrategia complementaria eficaz a la enseñanza tradicional al transformar conceptos abstractos de una patología en experiencias de aprendizaje significativas y memorables. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Objetivo. Avaliar o efeito de uma atividade de aprendizagem baseada na arte sobre a atenção, a participação e os resultados imediatos da aprendizagem entre estudantes de licenciatura em enfermagem. Métodos. Em 2025, foi realizado um estudo quase-experimental com avaliação pós-teste entre 85 estudantes do segundo ano de enfermagem no sul da Índia. Durante uma aula sobre a condição de trombose, os estudantes participaram numa atividade de aprendizagem baseada na arte de 30 minutos, na qual representaram a formação de trombos através de poemas, histórias, adivinhas, desenhos e bandas desenhadas. Os resultados da aprendizagem foram avaliados imediatamente utilizando uma ferramenta de conhecimento formativo e uma Escala de Atenção e Envolvimento. Resultados. A pontuação média de conhecimento foi de 8.94 (de um máximo possível de 10), o que indica uma forte aprendizagem imediata. Os níveis de envolvimento foram consistentemente elevados em todos os itens da escala (média de 4.24 a 4.48 de uma pontuação máxima possível de 5), o que indica uma forte participação dos estudantes na atividade de aprendizagem. Conclusão. A aprendizagem baseada na arte melhorou significativamente a atenção, a participação e os resultados imediatos da aprendizagem. A aprendizagem baseada na arte pode funcionar como uma estratégia complementar eficaz ao ensino tradicional, ao transformar conceitos abstratos de patologia em experiências de aprendizagem significativas e memoráveis. [ABSTRACT FROM AUTHOR] |
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| Database: | MedicLatina |
| Abstract: | Objective. To evaluate the effect of an Art-Based Learning activity on attention, engagement, and immediate learning outcomes in pathology education among undergraduate nursing students. Methods. A post-test-only pre-experimental study was conducted among 85 second-year nursing students in South India (October 2025). During a pathology lecture on thrombosis, students participated in an unannounced 30-minute Art-Based Learning activity representing thrombus formation through poems, stories, riddles, drawings, and comics. Learning outcomes were assessed immediately using a formative knowledge tool and an Attention & Engagement Scale. Results. The mean knowledge score was 8.9 (Maximum possible = 10), indicating strong immediate learning. Engagement levels were consistently high across all scale items (4.24 to 4.48 of 5 of maximum possible), indicating strong student involvement in the learning activity. Conclusion. Art-based learning significantly enhanced attention, engagement, and immediate learning outcomes. Art-Based Learning may serve as an effective complementary strategy to traditional teaching by transforming abstract pathology concepts into meaningful, memorable learning experiences. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01205307 |
| DOI: | 10.17533/udea.iee.v44n2e13 |
