Abstract
Arts-informed pedagogy in the graduate nursing classroom is used to support the integration of theory with advanced practice nursing (APN) competencies (Canadian Nurses Association, 2008, 2019). Using the patterns of knowing (Carper, 1978; Chinn & Kramer, 2018), Iwasiw & Goldenberg's curriculum development model (2015) and practice development (McCormack, Manley, & Titchen, 2013), two course professors facilitated the delivery of an innovative arts-informed approach in a nursing graduate program, the Quilt. The Quilt was meant to invite graduate students to critically reflect and create a visual depiction of their emergent identities as advanced practice nurse educators (APNEs). As three graduate student authors, we reflect on our experiences engaging with arts-informed pedagogy to explore the features of the collective APNE identity. The design and delivery of the Quilt is described. Finally, we discuss the lessons learned, and the value of arts-informed pedagogy to support the meaningful integration of theory amongst graduate nursing students becoming APNEs.
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