{"title":"The undergraduate nursing students' experience and perceptions of aesthetics education: A qualitative study","authors":"Wenzhe Hua , Ningyuan Guo , Daqiao Zhu , Yinghui Wu , Wenjuan Tang , Qiong Fang","doi":"10.1016/j.nedt.2025.106642","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Aim</h3><div>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.</div></div><div><h3>Design</h3><div>Descriptive phenomenology qualitative approach.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>The students had a deep understanding of aesthetics’ role in nursing practice and profoundly improved their personalities, professional competence, and commitment through aesthetics education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"148 ","pages":"Article 106642"},"PeriodicalIF":3.6000,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education Today","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0260691725000772","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
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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.
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.
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