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1、Nurse Education Today 45 (2016) 5154 Review Bringing us back to our creative senses: Fostering creativity in graduate-level nursing education: A literary review Karen V. Duhamel Department of Nursing, University of Hartford, West Hartford, CT 06117, United States a r t i c l e i n f o Article histor
2、y: Received 12 January 2016 Received in revised form 3 June 2016 Accepted 15 June 2016 Keywords: Creativity Creative problem-solving Graduate nursing education Innovative teaching strategies a b s t r a c t Objectives: The purpose of this paper is to explore empirical ndings of ve studies related to
3、 graduate-level nurse educators and nursing students perceptions about the roles of creativity and creative problem-solving in traditional and innovative pedagogies, and examines conceptual differences in the value of creativity from teacher and student viewpoints. Data sources: Five peer-reviewed s
4、cholarly articles; professional nursing organizations; conceptual frameworks of noted scholars specializing in creativity and creative problem-solving; business-related sources; primary and secondary sources of esteemed nurse scholars. Review methods: Quantitative and qualitative studies were examin
5、ed that used a variety of methodologies, including surveys, focus groups, 1:1 interviews, and convenience sampling of both nursing and non-nursing college students and faculty. Results: Innovative teaching strategies supported student creativity and creative problem-solving development. Teacher pers
6、onality traits and teaching styles receptive to students needs led to greater student success in creative development. Adequate time allocation and perceived usefulness of creativity and creative problem- solving by graduate-level nurse educators must be reected in classroom activities and course de
7、sign. Conclusions: Findings indicated conservative teaching norms, evident in graduate nursing education today, should be revised to promote creativity and creative problem-solving development in graduate-level nursing students for best practice outcomes. 2016 Elsevier Ltd. All rights reserved. 1. I
8、ntroduction Fostering creativity and creative problem-solving in graduate nursing education promotes the possibility of new methodologies for solving patient-care problems and overcoming barriers in healthcare in a safe and effective manner (American Association of Colleges of Nursing AACN, 2011, 20
9、13; National League for Nursing NLN, 2012). Creative development is considered essential to advancing the graduate-level nursing student from a level of prociency, which is expected at the undergraduate level, to expert competency at the graduate-level, in any healthcare setting (AACN, 2011, 2013; N
10、LN, 2012). The purpose of this paper is to explore empirical ndings of ve studies related to graduate-level nurse educators and nursing students perceptions about the roles of creativity and creative problem-solving using traditional and innovative pedagogies in nursing education. Based on the resea
11、rch ndings from the literature reviewed, nurse educators must reevaluate their graduate nursing curricula and classroom activities to more fully integrate creative development and creative problem-solving through adequate time allocation and The author has disclosed no potential conicts of interest,
12、 nancial or otherwise. E-mail address: duhamelhartford.edu. innovative teaching strategies. The authors academic goal is to increase nursing facultys awareness of this essential pedagogy for advanced nursing students creative development. This paper concludes with a synthesis of common themes and pa
13、tterns prevalent throughout the research ndings, and suggestions for further research involving innovative teaching strategies in nursing education from both a local and global perspective. Since the concepts of creativity and creative problem-solving are contextually-relevant by professional domain
14、 (area of expertise), it is important to understand these nursing essentials from the lens of both professional nursing organizations and conceptual frameworks. The NLN (2003) dened creativity in graduate nursing education as the integration of a long-term, innovative, and creative perspective in te
15、aching graduate nursing students. Advancing creativity and creative problem-solving in graduate nursing students is necessary to elevate clinical competency resulting in best patient care in the classroom and clinical practice (AACN, 2011, 2013; NLN, 2012). From a conceptual per- spective, Csikszent
16、mihalyi and Wolfe (2005) view creativity as “an idea or product that is original, valued, and implemented” (p. 81). Amabile (1987, 2012) and Csikszentmihalyi (1996) examined creativity from the perspective of intrinsic motivating factors, such as pride, dedication, and self-perseverance, while Stern
17、berg and Lubart (1995) examined http:/dx.doi.org/10.1016/j.nedt.2016.06.016 0260-6917/ 2016 Elsevier Ltd. All rights reserved. Contents lists available at ScienceDirect Nurse Education Today jour nal homepage: www.e l sevie 52 K.V. Duhamel / Nurse Education Today 45 (2016) 5154 creativity from the
18、perspective of extrinsic motivating factors, such as money, prestige, and power. Baer et al. (2004) studied creativity through the lens of professional domain vs. non-domain specic impor- tance, while other researchers looked at the connection between per- sonality traits and creative potential (Pra
19、bhu et al., 2008; Simonton, 1991; Torrance, 1970). To better appreciate the signicance of creativity and creative problem-solving in graduate-level nursing education, it is essential to also know the role of the graduate-level nurse educator. According to the AACN (2011, 2013), within a masters degr
20、ee program, the nurse educator prepares the graduate nurse to develop and apply leadership and decision making skills, assume a leadership role within an interdisciplinary team, promote patient safety and qual- ity improvement, manage healthcare systems in a scally-responsible manner, apply business
21、 strategy to meet healthcare demands, design and develop innovative strategies to improve patient care, and integrate new healthcare models to meet the complex needs of patients along the healthcare continuum. The graduate-level nursing student is expected to develop a sophisticated skill-set, consi
22、sting of advanced assessment and evaluation expertise, in conjunction with leadership and creative change abilities. Notable nurse scholars throughout nursing history have promoted the transference of creativity and creative problem-solving into nursing practice. Nightingale considered creativity an
23、d creative problem- solving as essential elements to the art of nursing (Nightingale, 1859). Watson (1979) advocated for creative artistry, present in holistic nursing, by which the nurse addresses the patients “mind-body-spirit” through the art of creative problem-solving and the science of nursing
24、 practice. Rogers (1992) stated “the art of nursing is the creative use of the science of nursing for human betterment” (p. 28). In order to provide superior nursing care, the evolving nurses creative problem- solving and critical thinking abilities need to work together for best practice outcomes (
25、AACN, 2011, 2013; NLN, 2012). Without a balance in these essential qualities, the graduate-level nursing student will have an underdeveloped skill-set to address patient care holistically (AACN, 2011, 2013; NLN, 2012). Although this nursing philosophy is in- tuitively accepted as a social norm in nu
26、rsing education and clinical practice, there is very limited empirical data to support this assertion. Due to a dearth of research focusing on creative thinking development in graduate-level nursing education, scholarly material available for review involved mostly undergraduate nursing students. Th
27、e author used a literary review timeline of the past sixteen years as a general gauge for assessing the novelty and progression of creative develop- ment in nursing education. Additionally, for the purposes of this article, research about the value of creativity and creative problem-solving was expl
28、ored in depth in the business sector and found to be useful as a supportive guide to its relevance in graduate-level nursing education. A survey conducted in 2010 by International Business Machines (IBM) of more than 1500 Chief Executive Ofcers (CEOs) from sixty countries worldwide found that creati
29、vity and creative problem- solving were considered the most important aspects of successful competition in a rapidly changing business environment (IBM, 2010). More than 60% of the CEOs interviewed believe transformation due to societal demands requires creative problem-solving as the change agent f
30、or success (IBM, 2010). In a study published by Adobe Systems (2012), the survey rm of Edelman Berland asked 1000 college- educated, full-time employed Americans, ages 25 and older, about the relevance of creative problem-solving in their current jobs and through- out their college education. Edelma
31、n Berland found that 85% percent of business professionals agreed creative problem-solving is essential in their profession, and 96% of respondents believed creativity is crucial to societal growth. Additionally, 88% of respondents agreed creativity and creative problem-solving should be built into
32、college curriculums (as cited in Adobe Systems, 2012). The results of this study are indica- tive of the need to empower educators and raise the importance of teaching creativity as a critical competency across all disciplines. By in- fusing creativity throughout all college curriculums, this pedago
33、gical approach will drive the global economy and the career success of the next generation (Perera, 2012). Pink (2006) believed a paradigm shift in business was underway based on societal expectations, in which a preference for critical think- ing, comprised of conceptualizing, applying, analyzing a
34、nd synthesizing is being replaced by a new standard of creative problem-solving, consisting of innovation, intuition and imagination. These ndings parallel general beliefs in nursing education that support creative problem-solving development in graduate nursing students to better meet complex healt
35、hcare demands in an ever-changing society. Several facets of creativity and creative problem-solving are further explored in the following ve studies, which illustrate common themes evident in higher education research. 2. Literature Review Gerrish et al. (2000) explored creativity and pedagogical c
36、oncerns in Masters level nursing programs in the United Kingdom (UK). The par- ticipants in this qualitative study were 18 nurse educators teaching at the Masters level in eight universities throughout the UK. The study was administered in two parts. The rst part consisted of an initial pilot stage,
37、 including focus group interviews with interdisciplinary groups of nurses, occupational therapists, and physiotherapists, follow- ed by individual interviews with nurse educator participants. The re- search ndings identied six areas of concern regarding traditional vs. innovative pedagogies. Problem
38、 areas focused on maximizing the level and intensity of assimilating nursing knowledge into clinical practice, and closing the gap between transferring knowledge from classroom- to-clinical setting, using traditional vs. innovative teaching techniques. Research indicated nurse educator participants
39、did not encourage crea- tive thinking; instead, they maintained traditional teaching methods. Participants assessed the graduate nurse as a professional nurse leader instead of a well-educated change agent in nursing practice. Other areas of study focused on fostering critical thinking development i
40、n the classroom and examining the impact that professional nursing experience has on the graduate-level nursing student. Study results indicated incongruence between the stated philosophy of fostering creativity and critical thinking in students and an inability of teachers to evaluate these intelle
41、ctual growth indicators through tradi- tional grading metrics (Gerrish et al., 2000). Ku et al. (2002) looked at intrinsic qualities of creativity in nursing students by investigating characteristics of creative problem-solving in students enrolled in a RN-BSN program in Taiwan. Using Williams cogni
42、tive-affective interaction model of innovative enrichment, researchers focused on the qualities of uency, exibility and originality in creative development among enrolled nursing students (as cited in Ku et al., 2002). This qualitative study was administered at four different times over three consec
43、utive semesters to a purposive sample of 52 two-year degree nursing students and 69 three-year diploma nursing students who had completed a Nursing Concepts course, each with at least one year of working experience as a professional nurse. Data were collected using the Chinese-translated version of
44、Creativity in the Application of the Nursing Process (CNPT) survey tool designed by Emerson (as cited in Ku et al., 2002). Common trends were coded from categorical responses to ve randomly selected surveys, which were reviewed for relevance by ten nurse educators considered experts in creative deve
45、lopment in nursing students. Findings indicated both two-year Associate degree nursing students and three-year diploma nursing students demonstrated accelerated improvement in uency and exibility in creativity after the second semester in the RN-BSN pro- gram, with three-year diploma nursing student
46、s faring slightly better in originality after the rst semester. Brown et al. (2009) researched types of teaching strategies used in nursing education worldwide. Using a mixed methods approach, 946 nurse educator members of Sigma Theta Tau International (STTI) were surveyed. Data were collected using
47、 a three-part instrument designed K.V. Duhamel / Nurse Education Today 45 (2016) 5154 53 by the research team. The tool gathered demographic data, information about teaching and learning approaches, and asked open-ended questions about teaching and learning strategies. Qualitative analysis of the st
48、udy resulted in two themes: (a) teacher-centered teaching and (b) learner-centered teaching. Quantitative analysis found that most nurse educators surveyed used conventional (traditional, teacher-focused), blended (both teacher and learner-focused) or inquiry (problem-based) pedagogical approaches;
49、educators reported that they had used a median of 17 out of 40 possible teaching strategies in courses. Seventy percent of respondents used evidence-based, lecture, discussion, case-based and multimedia pedagogies in the classroom as blended teaching strategies, geared to learner-centered in- struction (Brown et al., 2009). Both quantitative and qualitative ndings indicated that innovative teaching strategies were designed to meet course requirements and promote an active learning environment