At The University of Texas at Austin, a unique collaboration between the Blanton Museum of Art and the School of Nursing is reshaping how future healthcare providers perceive patient care.
This partnership allows students, especially those in the Alternate Entry programs, to delve into the realms of patient and personal care through the lens of visual art.
Students engage in guided tours and insightful discussions that weave together the exhibitions at the Blanton with academic readings and clinical studies.
Spenser Hale, a graduate nursing student in the alternate entry Clinical Nurse Specialist program, noted, “Medicine is not just about diagnosing and treating diseases; it’s about understanding people.”
He emphasized the importance of adopting a patient-centered approach enriched by observational skills and emotional intelligence.
The educational sessions, curated meticulously by Ray Williams, the director of education and academic affairs at the Blanton, alongside Siobhán McCusker, senior museum educator for university audiences, aim to expand students’ perspectives.
Williams shared his enthusiasm for the initiative, stating, “We have a longstanding program for first-year students at Dell Med, and now the opportunity to work with students from the School of Nursing has been inspiring.”
Incorporating museum workshops into the foundation year curriculum for nursing students is an exciting development for the program.
This spring also saw sessions focusing on women’s health, encouraging nursing students to explore the interplay between art and care.
Each guided tour builds on coursework and clinical rotations, reinforcing foundational care principles.
Some discussions encourage inward reflection, illustrating that healthcare professionals must prioritize their wellness to better serve others.
Other sessions focus on critical skills like perception, communication, and empathy—essential traits for success in clinical settings.
Graduate nursing student MJ Park recalled impactful pieces that resonated with her during patient care.
One memorable discussion revolved around a sculpture of a family, where students practiced their assessment skills by examining the subtle expressions of the characters depicted.
“We essentially got to practice our patient assessment skills as we noted the strain in the father’s muscles, the concern on the mother’s face, and many other small details included in the powerful artwork,” Park explained.
The analysis opened up broader conversations about access to healthcare and the often-hidden struggles patients face, underscoring the importance of therapeutic communication and assessment techniques.
Hale also shared a poignant moment during a tour where students were encouraged to observe a sculpture in silence before sharing one word that came to mind.
This exercise, he noted, revealed how various interpretations lead to a deeper understanding of different perspectives.
“It made me more aware of how understanding different perspectives through visual narratives can make me a more compassionate healthcare provider,” he stated.
In one interactive activity, students were paired up to describe artwork to one another, emphasizing the necessity of precise observation and effective communication.
Elesha Roberts, a clinical assistant professor, emphasized the importance of translating artistic experiences into healthcare perspectives in her psychiatric mental health course.
She highlighted that engaging with art challenges students to consider the artist’s viewpoint and emotional expression.
“When they were creating this art, what were they thinking? What were they trying to convey?” she posed, noting how the melding of serious psychiatric topics with art fosters a more profound understanding of emotional nuance.
Feedback from students indicates that their approach to interacting with patients evolves after their visits to the Blanton.
Professors note a marked change in how students document assessments and engage with patients during clinical rotations.
“Take it from a former art analysis skeptic: Go do a guided tour,” Park recommended, adding that the experience is not only enriching but also an effective form of self-care.
She remarked, “I always walk out of the Blanton calmer and happier than when I walk in.”
Through this innovative program, students at The University of Texas at Austin are discovering the profound lessons that can be drawn from art, ultimately enhancing their capabilities as empathetic healthcare providers.
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