Learning outcomes of education on visual thinking strategies for healthcare professionals: A systematic review

초록

Aims: This systematic review examined the effects of Visual Thinking Strategies (VTS) in nursing and healthcare education. Background: In contemporary nursing education, there is an increasing need for teaching methods that cultivate clinical reasoning, observational accuracy and reflective thinking. Visual Thinking Strategies (VTS), an interactive art-based approach, has gained attention for its potential to improve learning outcomes among healthcare professionals. Design: A systematic review. Methods: A literature search was performed in Embase, PubMed, MEDLINE, CINAHL and PsycINFO for studies published up to 2024. Research papers documenting randomized controlled trials or quasi-experimental studies involving healthcare professionals were selected, focusing on the learning outcomes of VTS. Risk of bias was assessed using the Joanna Briggs Institute (JBI) critical checklist. Results: A total of 1599 articles were screened for eligibility in the selection of literature. VTS was found to improve multiple educational outcomes, including clinical observation skills, critical thinking, communication, empathy and professional self-concept. Conclusions: VTS is an effective, practice-relevant educational strategy that can enrich nursing curricula by supporting the achievement of key learning outcomes. Integrating VTS into curricula can help train well-rounded professionals who are technically proficient and capable of delivering compassionate, patient-centered care. Registration: PROSPERO ID: CRD42024585763

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