Araştırma Makalesi
BibTex RIS Kaynak Göster

Sanatın Gücü: Hemşirelik Öğrencileri Arasında Sanata İlgi Duymanın Yaratıcılık Üzerindeki Etkisi

Yıl 2025, Cilt: 35 Sayı: 5, 877 - 889, 28.10.2025

Öz

Amaç: Yaratıcılık, yenilikçi problem çözme ve hasta sonuçlarını iyileştirme açısından hemşirelik mesleğinde giderek daha önemli hale gelmiştir. Bu çalışma, hemşirelik öğrencilerinin sanata olan ilgileri ile yaratıcı kişilik özellikleri, yaratıcı özellik motivasyonu ve yaratıcı zihniyet düzeyleri arasındaki ilişkileri incelemeyi amaçlamaktadır. Özellikle, sanatsal faaliyetlere aktif katılımın hemşirelik öğrencilerinin yaratıcılığını nasıl etkilediği araştırılmıştır.
Yöntem: Türkiye'deki iki üniversiteden 569 hemşirelik öğrencisi ile kesitsel, tanımlayıcı bir çalışma gerçekleştirilmiştir. Veriler, Sanata İlgi Ölçeği, Yaratıcı Kişilik Özellikleri Ölçeği, Yaratıcı Özellik Motivasyon Ölçeği ve Yaratıcı Zihniyet Yapıları Ölçeği kullanılarak toplanmış ve Pearson korelasyonu ile çoklu doğrusal regresyon analizleriyle değerlendirilmiştir.
Bulgular: Bulgular, sanatsal faaliyetlere aktif olarak katılan öğrencilerin görev odaklılık, içsel motivasyon, özgüven, risk alma ve içsel yaratıcı motivasyon açısından anlamlı derecede daha yüksek puan aldığını ortaya koymuştur (p < 0,05). Ayrıca, sanata olan ilginin gelişen yaratıcı zihniyet yapısı ile pozitif, sabit yaratıcı zihniyet yapısı ile ise negatif korelasyon gösterdiği bulunmuştur.
Sonuç: Sanatsal faaliyetler, hemşirelik öğrencilerinin yaratıcı kişilik özelliklerini ve içsel yaratıcı motivasyonlarını geliştirmede önemli araçlar olarak belirlenmiştir. Hemşirelik eğitimine sanatın entegre edilmesi, öğrencilerin yaratıcı problem çözme becerilerini geliştirerek onları daha etkili ve yenilikçi sağlık profesyonelleri haline getirebilir. Bu bulgular, hemşirelik eğitimine sanatsal faaliyetlerin dahil edilmesinin, öğrencilerin klinik becerilerini ve genel eğitim deneyimlerini zenginleştirmek için önemli bir strateji olabileceğini önermektedir.

Kaynakça

  • 1. Cheraghi MA, Pashaeypoor S, Dehkordi LM, Khoshkesht S. Creativity in nursing care: A concept analysis. Florence Nightingale J Nurs 2021; 29(3):389–96
  • 2. Hewitt-Taylor J. Developing person-centered practice: A practical approach to quality healthcare. Bloomsbury Publishing; 2015. p. 1-238.
  • 3. Soyer MK, Boyalı C. Adaptation of the Creative Trait Motivation Scale into Turkish: the study of validity and reliability. J Acad Soc Sci 2022; 10(127): 424-442
  • 4. Di̇nçeli̇ D. Creativity and art. Journal of Art Education 2020; 8(1):43–55
  • 5. Ma X, Yang Y, Wang X, Zang Y. An integrative review: Developing and measuring creativity in nursing. Nurse Educ Today 2018; 62:1–8
  • 6. Muslu L, Altuğ Özsoy S. Nursing, aesthetic, and art. J Educ Res Nurs 2017; 14(4): 287-291
  • 7. Archibald MM, Caine V, Scott SD. Intersections of the arts and nursing knowledge. Nurs Inq 2017; 24(2):1–8
  • 8. Durmaz YÇ, Doğan R, Serin EK. Are nurses creative? Asian Pacific J Heal Sci 2018; 5(2):21–4
  • 9. Pavill B. Fostering creativity in nursing students: A blending of nursing and the arts. Holist Nurs Pract 2011; 25(1):17–25
  • 10. Byma EA, Lycette L. An integrative review of humanities-based activities in baccalaureate nursing education. Nurse Educ Pract 2023; 70:103677
  • 11. O’Hara S, Ackerman MH, Raderstorf T, Kilbridge JF, Melnyk BM. Building and sustaining a culture of innovation in nursing academics, research, policy, and practice: Outcomes of the national innovation summit. J Prof Nurs 2022; 43:5–11
  • 12. Öztürk H, Kurt Ş, Mersinlioğlu Serin G, Bayrak B, Balık T, Demirbağ BC. Problems experienced by nurses who have just started working at hospitals. Acıbadem Univ. Sağlık Bilim. Derg 2016; 6(4):189–201
  • 13. Işıklı Eİ, Arslan T. Problems of nursing living in working life: the case of Düzce. Yorum Yönetim Yöntem Uluslararası Yönetim Ekon ve Felsefe Derg 2018; 6(2):9–20
  • 14. Yan D, Li M, Zhang Y, Zhang Y. A qualitative study of facilitators and barriers to nurses’ innovation at work. J Nurs Manag 2022; 30(7):3449–56
  • 15. Isfahani SS, Hosseini MA, Khoshknab MF, Peyrovi H, Khanke HR. Nurses’ creativity: Advantage or disadvantage? Iran Red Crescent Med J 2015; 17(2):1–6
  • 16. Malik N, Dhar RL, Handa SC. Authentic leadership and its impact on creativity of nursing staff: A cross-sectional questionnaire survey of Indian nurses and their supervisors. Int J Nurs Stud 2016; 63:28–36
  • 17. Haidet P, Jarecke J, Adams NE, Stuckey HL, Green MJ, Shapiro D, et al. A guiding framework to maximise the power of the arts in medical education: A systematic review and metasynthesis. Med Educ 2016; 50(3):320–31
  • 18. Klugman CM, Beckmann-Mendez D. One thousand words: Evaluating an interdisciplinary art education program. J Nurs Educ 2015; 54(4):220–3
  • 19. Fraenkel JR, Wallen NE, Hyun HH. Sampling. In Fraenkel JR, Wallen NE, Hyun HH, editors. How to design and evaluate education research. 8th ed. McGraw-Hill; 2012. p. 90-118
  • 20. Wilson LA. Quantitative research. In Liamputtong, P. editor. Handbook of research methods in health social sciences. Springer Singapore; 2019. p. 27-51.
  • 21. Kaya N, Turan N, Kamberova HA, Cenal Y, Kahraman A, Evren M. Communication skills and social intelligence level of nursing students according to art characteristics J Educ Res Nurs 2016; 13(1):50-58
  • 22. Chacón-López H, Maeso-Broncano A. Creative development, self-esteem, and barriers to creativity in university students of education according to their participation in artistic activities. Think Ski Creat 2023; 48 (2023):101270
  • 23. Ulupınar S, Şenyuva E, Küçük Yüceyurt N. Does participation of nursing students in social activities affect their social-emotional learning skills? Nurse Educ Today 2019; 76:78–84
  • 24. Taşkesen O. Developing interest in art scale and determining the relation between the personality type of teacher candidates and their interest in art. Educ Res Rev 2014; 9(8):216–26
  • 25. Şahin F, Danışman Ş. Creative Personality Traits Scale: Reliability and validity study. Karabük Univ J Inst Soc Sci 2017;7(2):24–6
  • 26. Taylor CL, Kaufman JC. The Creative Trait Motivation Scales. Think Ski Creat 2021; 39:100763
  • 27. Karwowski, M. Creative mindsets: Measurement, correlates, consequences. Psychol Aesthetics, Creat Arts 2014; 8(1):62–70
  • 28. Karakelle S, Saraç S. Creative Mindsets Scale: Turkish validity and reliability. Cyprus Turkish J Psychiatry Psychol 2022; 4(2):122–9
  • 29. George D., Mallery P. IBM SPSS statistics 23 step by step: A simple guide and reference. 14th ed. New York: Routledge, 2016. p. 113-117.
  • 30. Polit DF, Beck CT. Essentials of nursing research: Appraising evidence for nursing practice. Lippincott Williams & Wilkins. 2010.
  • 31. Karaderi B. Leisure time spending tendencies of university students: The case of TRNC. Asian J Univ Educ 2021; 17(3):41–50
  • 32. Elisondo RC, Soroa G, Flores B. Leisure activities, creative actions, and emotional creativity. Think Ski Creat 2022; 45:1–9
  • 33. Sandberg B. Effects of arts-based pedagogy on competence development in nursing: A critical systematic review. Nurs Reports 2024; 14(2):1089–118
  • 34. An D, Youn N. The inspirational power of the arts on creativity. J Bus Res 2018; 85: 467–75
  • 35. King, CRP, McCall, M. How the fine arts create the finest students: A design thinking study. High Educ Q 2024; 78(3):1162–74
  • 36. Gale C. Art school as a transformative locus for risk in an age of uncertainty. Art, Des Commun High Educ 2020; 19(1):107-118
  • 37. Dorst K. The core of “design thinking” and its application. Des Stud 2011; 32(6):521–32
  • 38. Chen S, Walsh SM. Effect of a creative-bonding intervention on Taiwanese nursing students’ self-transcendence and attitudes toward elders. Res Nurs Heal 2009; 32(2):204-16
  • 39. Rieger KL, Chernomas WM, McMillan DE, Morin FL. Navigating creativity within arts-based pedagogy: Implications of a constructivist grounded theory study. Nurse Educ Today 2020; 91:104465
  • 40. Lee M, Jung M. Structural relationships between socio-cognitive mindfulness, everyday creativity, and clinical competence in nursing students: Mediating effects of everyday creativity. Healthc 2024; 12(1). 1-11
  • 41. Pellico LH, Friedlaender L, Fennie KP. Looking is not seeing: Using art to improve observational skills. J Nurs Educ 2009; 48(11):648–53
  • 42. Lovell C, Elswick RK, McKay SW, Robins J, Salyer J. Visual arts in nursing education: an inventive interprofessional initiative to cultivate metacognitive awareness in beginning nursing students. J Holist Nurs 2021; 39(2):135–43
  • 43. Guo J, Zhong Q, Tang Y, Luo J, Wang H, Qin X, et al. Cultural adaptation, the 3-month efficacy of visual art training on observational and diagnostic skills among nursing students, and satisfaction among students and staff- a mixed-method study. BMC Nurs 2021; 20(1):1–11
  • 44. Lampert, N. Critical thinking dispositions as an outcome of art education. Stud Art Educ 2006; 47(3):215–28
  • 45. Chan ZCY. A systematic review of creative thinking/creativity in nursing education. Nurse Educ Today 2013; 33(11):1382–11387
  • 46. Taşdelen Baş M, Özpulat F, Molu B, Dönmez H. The effect of the decorative arts course on nursing students’ creativity and critical thinking dispositions. Nurse Educ Today 2022; 119: 105584
  • 47. Kirklin D, Duncan J, McBride S, Hunt S, Griffin M. A cluster design-controlled trial of arts-based observational skills training in primary care. Med Educ 2007; 41(4):395–401
  • 48. Jeong GS, Park EJ. The effect of nursing students’ everyday creativity and self-esteem on sociality. J Korean Soc Integr Med 2021; 9(4):119–27
  • 49. Ridgway V, Henshaw R, Davies C, Faulkner G, Marsh V, Stonley L. Creative health: challenging student nurses to learn from the arts. Nursing Times 2024; 120(4):1-3
  • 50. Murillo-Zamorano LR, López Sánchez JÁ, Godoy-Caballero AL. How the flipped classroom affects knowledge, skills, and engagement in higher education: Effects on students’ satisfaction. Comput Educ 2019; 14: 103608
  • 51. Parker N. An arts-based anti-discriminatory approach to online nursing education: Reducing addiction stigma and meeting social justice learning outcomes. J Pract Nurse Educ Pract 2021; 1(2):18–37
  • 52. Leyva-Moral JM, Aguayo-González M, Folch C, San Rafael S, Gómez-Ibáñez R. Nursing students’ perceptions of the efficacy of narrative photography as a learning method: A cross-sectional study. Nurs Heal Sci 2022; 24(2):380–6
  • 53. Stewart C. The dangerous power of art education. Art Educ 2019; 72(6):25–9
  • 54. HadaviBavili P, İlçioğlu K. Artwork in anatomy education: A way to improve undergraduate students’ self-efficacy and attitude. Anat Sci Educ 2024; 17(1):66–76
  • 55. Kesgin MT, Tok HH. The impact of drama education and in-class education on nursing students’ attitudes toward violence against women: A randomized controlled study. Nurse Educ Today 2023; 125:105779
  • 56. Röhm A, Hastall MR, Ritterfeld U. How movies shape students’ attitudes toward individuals with schizophrenia: An exploration of the relationships between entertainment experience and stigmatization. Issues Ment Health Nurs 2017; 38(3):193–201
  • 57. Sandberg B, Stasewitsch E, Prümper J. Mind the gap: Workshop satisfaction and skills development in art-based learning. Eur J Teach Educ 2022; 4(2):1–14
  • 58. Lamet AR, Sonshine R, Walsh SM, Molnar D, Rafalko S. A pilot study of a creative bonding intervention to promote nursing students’ attitudes towards taking care of older people. Nurs Res Pract 2011; 2011:1–6

The Power of Art: The Impact of Art Interest on Creativity among Nursing Students

Yıl 2025, Cilt: 35 Sayı: 5, 877 - 889, 28.10.2025

Öz

Aim: Creativity has become increasingly important in the nursing profession for innovative problem-solving and improving patient outcomes. This study aimed to examine the relationships between nursing students' interest in the arts and their creative personality traits, creative trait motivation, and creative mindset levels. Specifically, it explored how active engagement in the arts influenced the creativity of nursing students.
Method: A cross-sectional, descriptive study was conducted with 569 nursing students from two universities in Turkey. Data were collected using the Interest in Art Scale, the Creative Personality Traits Scale, the Creative Trait Motivation Scales, and the Creative Mindset Scale and analyzed using Pearson correlation and multiple linear regression analyses.
Results: The findings revealed that students who actively engaged in the arts scored significantly higher in task-orientedness, internal motivation, self-confidence, risk-taking, and intrinsic creative motivation. Additionally, interest in the arts was found to be positively correlated with a growth mindset and negatively correlated with a fixed mindset.
Conclusion: Artistic activities were identified as important tools for enhancing the creative personality traits and intrinsic creative motivation of nursing students. Integrating art into nursing education can improve students' creative problem-solving abilities, making them more effective and innovative healthcare professionals. These findings suggest that incorporating artistic activities into nursing education could be a significant strategy for enriching students' clinical skills and overall educational experience.

Etik Beyan

This study was approved by the Ethics Committee of Manisa Celal Bayar University (approval date: April 24, 2024 approval number: 2378).

Destekleyen Kurum

No funding was received for conducting this study.

Teşekkür

We thank all the nursing students who participated in this study.

Kaynakça

  • 1. Cheraghi MA, Pashaeypoor S, Dehkordi LM, Khoshkesht S. Creativity in nursing care: A concept analysis. Florence Nightingale J Nurs 2021; 29(3):389–96
  • 2. Hewitt-Taylor J. Developing person-centered practice: A practical approach to quality healthcare. Bloomsbury Publishing; 2015. p. 1-238.
  • 3. Soyer MK, Boyalı C. Adaptation of the Creative Trait Motivation Scale into Turkish: the study of validity and reliability. J Acad Soc Sci 2022; 10(127): 424-442
  • 4. Di̇nçeli̇ D. Creativity and art. Journal of Art Education 2020; 8(1):43–55
  • 5. Ma X, Yang Y, Wang X, Zang Y. An integrative review: Developing and measuring creativity in nursing. Nurse Educ Today 2018; 62:1–8
  • 6. Muslu L, Altuğ Özsoy S. Nursing, aesthetic, and art. J Educ Res Nurs 2017; 14(4): 287-291
  • 7. Archibald MM, Caine V, Scott SD. Intersections of the arts and nursing knowledge. Nurs Inq 2017; 24(2):1–8
  • 8. Durmaz YÇ, Doğan R, Serin EK. Are nurses creative? Asian Pacific J Heal Sci 2018; 5(2):21–4
  • 9. Pavill B. Fostering creativity in nursing students: A blending of nursing and the arts. Holist Nurs Pract 2011; 25(1):17–25
  • 10. Byma EA, Lycette L. An integrative review of humanities-based activities in baccalaureate nursing education. Nurse Educ Pract 2023; 70:103677
  • 11. O’Hara S, Ackerman MH, Raderstorf T, Kilbridge JF, Melnyk BM. Building and sustaining a culture of innovation in nursing academics, research, policy, and practice: Outcomes of the national innovation summit. J Prof Nurs 2022; 43:5–11
  • 12. Öztürk H, Kurt Ş, Mersinlioğlu Serin G, Bayrak B, Balık T, Demirbağ BC. Problems experienced by nurses who have just started working at hospitals. Acıbadem Univ. Sağlık Bilim. Derg 2016; 6(4):189–201
  • 13. Işıklı Eİ, Arslan T. Problems of nursing living in working life: the case of Düzce. Yorum Yönetim Yöntem Uluslararası Yönetim Ekon ve Felsefe Derg 2018; 6(2):9–20
  • 14. Yan D, Li M, Zhang Y, Zhang Y. A qualitative study of facilitators and barriers to nurses’ innovation at work. J Nurs Manag 2022; 30(7):3449–56
  • 15. Isfahani SS, Hosseini MA, Khoshknab MF, Peyrovi H, Khanke HR. Nurses’ creativity: Advantage or disadvantage? Iran Red Crescent Med J 2015; 17(2):1–6
  • 16. Malik N, Dhar RL, Handa SC. Authentic leadership and its impact on creativity of nursing staff: A cross-sectional questionnaire survey of Indian nurses and their supervisors. Int J Nurs Stud 2016; 63:28–36
  • 17. Haidet P, Jarecke J, Adams NE, Stuckey HL, Green MJ, Shapiro D, et al. A guiding framework to maximise the power of the arts in medical education: A systematic review and metasynthesis. Med Educ 2016; 50(3):320–31
  • 18. Klugman CM, Beckmann-Mendez D. One thousand words: Evaluating an interdisciplinary art education program. J Nurs Educ 2015; 54(4):220–3
  • 19. Fraenkel JR, Wallen NE, Hyun HH. Sampling. In Fraenkel JR, Wallen NE, Hyun HH, editors. How to design and evaluate education research. 8th ed. McGraw-Hill; 2012. p. 90-118
  • 20. Wilson LA. Quantitative research. In Liamputtong, P. editor. Handbook of research methods in health social sciences. Springer Singapore; 2019. p. 27-51.
  • 21. Kaya N, Turan N, Kamberova HA, Cenal Y, Kahraman A, Evren M. Communication skills and social intelligence level of nursing students according to art characteristics J Educ Res Nurs 2016; 13(1):50-58
  • 22. Chacón-López H, Maeso-Broncano A. Creative development, self-esteem, and barriers to creativity in university students of education according to their participation in artistic activities. Think Ski Creat 2023; 48 (2023):101270
  • 23. Ulupınar S, Şenyuva E, Küçük Yüceyurt N. Does participation of nursing students in social activities affect their social-emotional learning skills? Nurse Educ Today 2019; 76:78–84
  • 24. Taşkesen O. Developing interest in art scale and determining the relation between the personality type of teacher candidates and their interest in art. Educ Res Rev 2014; 9(8):216–26
  • 25. Şahin F, Danışman Ş. Creative Personality Traits Scale: Reliability and validity study. Karabük Univ J Inst Soc Sci 2017;7(2):24–6
  • 26. Taylor CL, Kaufman JC. The Creative Trait Motivation Scales. Think Ski Creat 2021; 39:100763
  • 27. Karwowski, M. Creative mindsets: Measurement, correlates, consequences. Psychol Aesthetics, Creat Arts 2014; 8(1):62–70
  • 28. Karakelle S, Saraç S. Creative Mindsets Scale: Turkish validity and reliability. Cyprus Turkish J Psychiatry Psychol 2022; 4(2):122–9
  • 29. George D., Mallery P. IBM SPSS statistics 23 step by step: A simple guide and reference. 14th ed. New York: Routledge, 2016. p. 113-117.
  • 30. Polit DF, Beck CT. Essentials of nursing research: Appraising evidence for nursing practice. Lippincott Williams & Wilkins. 2010.
  • 31. Karaderi B. Leisure time spending tendencies of university students: The case of TRNC. Asian J Univ Educ 2021; 17(3):41–50
  • 32. Elisondo RC, Soroa G, Flores B. Leisure activities, creative actions, and emotional creativity. Think Ski Creat 2022; 45:1–9
  • 33. Sandberg B. Effects of arts-based pedagogy on competence development in nursing: A critical systematic review. Nurs Reports 2024; 14(2):1089–118
  • 34. An D, Youn N. The inspirational power of the arts on creativity. J Bus Res 2018; 85: 467–75
  • 35. King, CRP, McCall, M. How the fine arts create the finest students: A design thinking study. High Educ Q 2024; 78(3):1162–74
  • 36. Gale C. Art school as a transformative locus for risk in an age of uncertainty. Art, Des Commun High Educ 2020; 19(1):107-118
  • 37. Dorst K. The core of “design thinking” and its application. Des Stud 2011; 32(6):521–32
  • 38. Chen S, Walsh SM. Effect of a creative-bonding intervention on Taiwanese nursing students’ self-transcendence and attitudes toward elders. Res Nurs Heal 2009; 32(2):204-16
  • 39. Rieger KL, Chernomas WM, McMillan DE, Morin FL. Navigating creativity within arts-based pedagogy: Implications of a constructivist grounded theory study. Nurse Educ Today 2020; 91:104465
  • 40. Lee M, Jung M. Structural relationships between socio-cognitive mindfulness, everyday creativity, and clinical competence in nursing students: Mediating effects of everyday creativity. Healthc 2024; 12(1). 1-11
  • 41. Pellico LH, Friedlaender L, Fennie KP. Looking is not seeing: Using art to improve observational skills. J Nurs Educ 2009; 48(11):648–53
  • 42. Lovell C, Elswick RK, McKay SW, Robins J, Salyer J. Visual arts in nursing education: an inventive interprofessional initiative to cultivate metacognitive awareness in beginning nursing students. J Holist Nurs 2021; 39(2):135–43
  • 43. Guo J, Zhong Q, Tang Y, Luo J, Wang H, Qin X, et al. Cultural adaptation, the 3-month efficacy of visual art training on observational and diagnostic skills among nursing students, and satisfaction among students and staff- a mixed-method study. BMC Nurs 2021; 20(1):1–11
  • 44. Lampert, N. Critical thinking dispositions as an outcome of art education. Stud Art Educ 2006; 47(3):215–28
  • 45. Chan ZCY. A systematic review of creative thinking/creativity in nursing education. Nurse Educ Today 2013; 33(11):1382–11387
  • 46. Taşdelen Baş M, Özpulat F, Molu B, Dönmez H. The effect of the decorative arts course on nursing students’ creativity and critical thinking dispositions. Nurse Educ Today 2022; 119: 105584
  • 47. Kirklin D, Duncan J, McBride S, Hunt S, Griffin M. A cluster design-controlled trial of arts-based observational skills training in primary care. Med Educ 2007; 41(4):395–401
  • 48. Jeong GS, Park EJ. The effect of nursing students’ everyday creativity and self-esteem on sociality. J Korean Soc Integr Med 2021; 9(4):119–27
  • 49. Ridgway V, Henshaw R, Davies C, Faulkner G, Marsh V, Stonley L. Creative health: challenging student nurses to learn from the arts. Nursing Times 2024; 120(4):1-3
  • 50. Murillo-Zamorano LR, López Sánchez JÁ, Godoy-Caballero AL. How the flipped classroom affects knowledge, skills, and engagement in higher education: Effects on students’ satisfaction. Comput Educ 2019; 14: 103608
  • 51. Parker N. An arts-based anti-discriminatory approach to online nursing education: Reducing addiction stigma and meeting social justice learning outcomes. J Pract Nurse Educ Pract 2021; 1(2):18–37
  • 52. Leyva-Moral JM, Aguayo-González M, Folch C, San Rafael S, Gómez-Ibáñez R. Nursing students’ perceptions of the efficacy of narrative photography as a learning method: A cross-sectional study. Nurs Heal Sci 2022; 24(2):380–6
  • 53. Stewart C. The dangerous power of art education. Art Educ 2019; 72(6):25–9
  • 54. HadaviBavili P, İlçioğlu K. Artwork in anatomy education: A way to improve undergraduate students’ self-efficacy and attitude. Anat Sci Educ 2024; 17(1):66–76
  • 55. Kesgin MT, Tok HH. The impact of drama education and in-class education on nursing students’ attitudes toward violence against women: A randomized controlled study. Nurse Educ Today 2023; 125:105779
  • 56. Röhm A, Hastall MR, Ritterfeld U. How movies shape students’ attitudes toward individuals with schizophrenia: An exploration of the relationships between entertainment experience and stigmatization. Issues Ment Health Nurs 2017; 38(3):193–201
  • 57. Sandberg B, Stasewitsch E, Prümper J. Mind the gap: Workshop satisfaction and skills development in art-based learning. Eur J Teach Educ 2022; 4(2):1–14
  • 58. Lamet AR, Sonshine R, Walsh SM, Molnar D, Rafalko S. A pilot study of a creative bonding intervention to promote nursing students’ attitudes towards taking care of older people. Nurs Res Pract 2011; 2011:1–6
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Klinik Tıp Bilimleri (Diğer)
Bölüm Original Article
Yazarlar

Sema Üstündağ 0000-0001-5010-1756

Nihan Durgu 0000-0001-7430-9316

Yayımlanma Tarihi 28 Ekim 2025
Gönderilme Tarihi 4 Mart 2025
Kabul Tarihi 7 Temmuz 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 35 Sayı: 5

Kaynak Göster

Vancouver Üstündağ S, Durgu N. The Power of Art: The Impact of Art Interest on Creativity among Nursing Students. Genel Tıp Derg. 2025;35(5):877-89.