Implementing Birth Art Reflection in Distance Midwifery Education

Purposes/Aims: The purpose of this project was to implement and evaluate a birth art reflection assignment in a distance learning nurse-midwifery course. The aims were to evaluate student interest, participation, and evaluation of the assignment. The faculty’s perceived value of the assignment for student learning was also evaluated. Rationale/Conceptual Basis/Background: Educating distance nurse-midwifery students in the art as well as the science of nurse-midwifery is essential to maintaining the ontological and epistemological foundations of practice. Chinn & Kramer (2011) acknowledge the aesthetic as a valid way of knowing in nursing, and Chinn (1994, p.20) states “Art expresses what words usually fail to express”, “brings wholeness to human consciousness”, and “moves consciousness into realms not imagined and realities not predicted”. This project integrates aesthetic ways of knowing with learning the art of nurse-midwifery practice in distance nurse-midwifery education. Method: Students were given the option of choosing to reflect upon a piece of birth or complete a standard written case study reflection. Students were able to choose their own piece of birth art as the focus of their reflection. Data was collected regarding the students’ decision to participate, the overall quality of assignment content, and student and faculty evaluation of the assignment. Results: Students enthusiastically participated in the reflection assignment. Student comments evidenced in-depth analysis and deep understanding of the birth experiences reflected in the artwork. Understanding of the hallmarks of midwifery care was manifested. Specific exemplars of reflection content, evaluative comments, and instructor evaluation of the positive value of the assignment in distance nurse-midwifery education will be presented. Implications: This project exemplifies the successful integration of empirical knowledge of the birth process with the aesthetic knowledge gained by reflecting on a piece of birth art within the context of distance nurse-midwifery education. Positive evaluations by both students and faculty suggest that including art reflection assignments in distance nursing education is valuable to the process of teaching and learning the ontology and epistemology of nursing care.