Using arts-based instructional strategies in hybrid, face-to-face, and online nursing courses

Background: Student disengagement is a far-reaching problem negatively affecting the educational environment and learner success. Educators need to be deliberate in their efforts to enhance learner engagement, beginning by using teaching strategies that help to create inspiring learning environments. Purpose: This paper explores the research question, What is the effect of arts-based instructional strategies on nursing student engagement in hybrid, face-to-face, or online learning environments from the instructors’ perspective? Methods: A convenience purposive sampling process was used. We selected potential participants from a list of academics who had recently published articles in peer-reviewed journals on topics related to using arts-based instructional strategies in nursing education. Of the twenty-five potential participants contacted via email, 4 responded, provided informed consent, and were interviewed. Data were collected through one-to-one Skype or telephone interviews. The interviews were audio and/or video recorded, transcribed, and thematically analysed. Specifically, the interview transcripts were read several times by members of the research team. Fragments of sentences (or groups of sentences expressing a key idea) were highlighted by each team member independently. Team members then grouped these to identify core themes. Once the thematic analysis was completed by research team members independently, they compared themes identified and looked for commonalities and outliers. Through a process of discussion and negotiation, themes identified were merged, collapsed, and or renamed until team members agreed that the final themes were representative of the participants’ comments. Conclusion: Associations were found between the use of arts-based instructional strategies and educator reports of a more inspiring humanized learning environment, enhanced trust between students and the instructor, connection among participants in the learning community, and increased opportunities for learner self-expression. From the perspective of the instructors, these outcomes led to enhanced student engagement. Interestingly, instructors reported that when students were more engaged, they were similarly motivated and engaged in the teaching process.