Your life within me: Exploring a visual art journal group intervention for women who experienced stillbirth

An evaluation of visual arts and poetry as therapeutic interventions with abused adolescents

Visual arts-based exposure and training are effective tools to enhance medical education. The visual arts can increase emotional intelligence and critical thinking skills. This study, conducted at Georgetown University School of Medicine (GUSoM) and the National Gallery of Art (NGA) in Washington, DC, was designed to measure the effect of a visual arts elective course on medical students' self-perception of their communication skills. This 6-week course involved lessons at the NGA and GUSoM for16 second-year medical students. The intervention students were age and gender-matched to14 second-year medical student control participants who took different elective courses. Prior to and following the intervention, the participants completed the Communication Skills Attitude Scale (CSAS). Statistical analysis was performed with either the 2-sided t-test or 2-sided Wilcoxon rank-sum test. There were no statistically significant differences in the presurvey scores between the groups. However, there were 6 CSAS questions in the postsurveys that had statistically significant differences between the 2 groups. Within each group, there were also numerous statistically significant differences between their presurvey and postsurvey responses, with positive changes occurring in the intervention group (IG) and primarily negative changes occurring in the control group (CG). The NGA course improved the self-perception of communication skills, with students reporting stronger views on the importance of communication skills in teamwork and patient rapport. The CG, on the other hand, did not have as many improved perceptions of communication skills and had stronger opinions regarding not needing the ability to communicate well to be a good physician. This study indicates that medical student communication skills can benefit from exposure to visual arts activities and experiences. Future physicians must become effective communicators, and this study paves the way for research investigating the relationship between visual arts education and the development of a physician's communication skills.

Background: During university many healthcare students face high stress that can lead to depressive symptoms, worst academic outcomes and socio-relational difficulties. It is necessary to prevent distress and improve quality of life among students teaching them skills to build resilience as observational capacities, critical thinking, work in team and empathy. Methods: The present work describes the protocol of a field trial that contemplates to improve visual literacy skills, decrease stress, promote active listening and work in-group among medical students. The intervention group will be involved in art sessions according to the visual thinking strategies (VTS) method while the control group will not take part in art activities. Scores about stress level (SL), empathy (EM), and skills related to VST (SKvts) will be measured. Questionnaires will be handed out to both groups at the beginning and at the end of the study. Univariate analysis, spearman correlation and multivariate analysis will be applied to analyze the outcome scores among the intervention and control groups. Conclusion: The use of art in medical training is widespread worldwide, but it is an innovation in the Italian university medical curricula. It is fundamental to teach observational skills, improve psychosocial abilities and lower stress in order to educate professional and resilient future healthcare workers.

The investigation was aimed towards constructing a visual art programme for communication with elderly. Pictures of works of art were used in a controlled intervention study. Dialogues were performed with elderly persons (age 82.6 years) at a senior's apartment building. The Wheel Questionnaire parameters structure, motivation, and emotional investment were analysed using ANOVA (mixed model). Significant improvement was found in the visual art group (n = 20) compared with a matched control group (n = 20) over the studied period of time. Communication directions were different in the intervention group compared with the control group. In the intervention group there was an inexhaustible source of topics to be discussed that originated from pictures of works of art. In the control group the dialogues dealt with daily events in the elderly persons' lives. During the final phase of the intervention period it was difficult to find topics of conversation in the control group compared with the intervention group. The visual art programme is an example of how the language of works of art could be used for nursing management. The findings show a new way to care for elderly persons that builds upon elderly persons' knowledge and personal experience.

The aim of this study was to investigate the effect of visual arts group therapy based on Watson’s Human Care Model on perceived social support and functional recovery in individuals with schizophrenia. A randomized controlled design was used. Sixty-seven individuals with schizophrenia who were registered at the community mental health center and met the inclusion criteria were randomly assigned to two groups. In three separate groups, the intervention group received a 90-minute visual art therapy program based on Watson’s Human Care Model once a week for six weeks. No intervention was provided to the control group. The study data were collected in three stages: pretest, post-test, and follow-up using the Multidimensional Scale of Perceived Social Support and the Functional Remission of General Schizophrenia Scale. Data were analyzed for 67 participants. The mean scores for perceived social support and functional recovery at post-test and follow-up were statistically significantly higher in the intervention group compared to both the pretest and the control group. The results revealed that nurse-led group art therapy increased perceived social support and functional improvement in individuals with schizophrenia. This may help individuals to adapt to daily life more quickly and integrate into society. The concepts of Watson’s Human Care Model, which is a nursing model, aligned with the art therapy program developed, enhancing the quality of the program. Registration of clinical trial and registration identification number is Clinictrials.gov, NCT05954208.

Stroke poses challenges to the physiological, psychosocial and spiritual well-being of affected individuals. As the impacts of stroke might not be reversible, a shift in focus to providing care is desirable. Visual art interventions using visual and symbolic art can help participants to express their feelings, give them a sense of choice and the feeling that they are retaining a sense of control, promote insights, restructure their sense of cognition and instil hope. There have been few studies on visual art interventions involving older people with stroke and none in residential care homes (RCHs). Theoretical support and rigorous research designs on the subject are lacking. Thus, this study seeks to address this research gap by examining the feasibility of a visual art intervention for older people in RCHs and exploring the impacts on their holistic well-being. This was a single-blinded, two-arm, randomised controlled feasibility study grounded on Watson's Caring Theory. The Holistic Well-Being Scale and Caring Factor Survey were used in the study, with three assessment time-points: before the intervention (T1), at the mid-point of the intervention (T2) and immediately after the intervention (T3). Sixty-one older people with stroke were recruited from 14 RCHs and randomised into the intervention and control groups. The recruitment rate was 44.53%, and the retention rate for the intervention group was 93.55%. Implementing the programme was affordable (at approximately US$126/head), the duration was acceptable (721 min) and the feedback from participants and staff of the RCHs was positive. The visual art intervention programme proved to be clinically feasible. This study adds new insights to the development of visual art interventions and to the caring sciences. The efficacy of the programme on holistic well-being has yet to be confirmed.

A picture of a work of art as an empathy teaching strategy in nurse education complementary to theoretical knowledge.

O artigo apresenta o trabalho desenvolvido no grupo de adolescentes do Programa Permanente de Composições Artísticas e Terapia Ocupacional (PACTO), que se constituiu em campo de experimentação e pesquisa em intervenção grupal com população heterogênea, com jovens advindos de realidades sócio-econômicas diversificadas e apresentando diferentes necessidades e problemáticas. A discussão focaliza a proposta desenvolvida nos anos de 2002 e 2003, numa parceria entre terapeutas ocupacionais e artistas plásticos e/ou arte-educadores, que participaram da concepção, planejamento e invenção de um dispositivo de acionamento de novos lugares sociais e de projetos de vida e saúde, permitindo uma ampliação da oferta de recursos no acompanhamento de trajetórias singulares. Os resultados deste trabalho apontam para a construção de uma metodologia de intervenção na interface da terapia ocupacional com as artes, que pressupõe um alinhamento rigoroso entre criação artística, produção de vida e de subjetividade. Através de um diálogo com a arte contemporânea, esta metodologia busca explorar modos particulares de relação com objetos do cotidiano e novas ordenações destes materiais, de modo a propor um novo sentido para o olhar da própria vida.

IntroductionThis study aimed to examine the effects of a digital visual art learning intervention on the cognitive and psychological functions of healthy older adults with no prior experience in art.MethodsAn open-label pilot randomized controlled trial was conducted, with participants (mean age = 69.43 ± 2.70 years) aged 65 to 74 assigned to either an intervention (n = 37) or control (n = 35) group. Cognitive and psychological functions were assessed before and after 20 sessions of digital visual art learning. In each session, participants mainly worked on lectures and prepared tasks related to basic themes in art. In the final stage, each participant engaged in individual creative activities and aimed to complete their works.ResultsIn the Frontal Assessment Battery, which evaluates frontal lobe function, a significant trend was observed in the interaction between group and time (p = 0.062), and although an improvement trend was observed in the intervention group, the change did not reach statistical significance.ConclusionThese findings suggest that digital art could potentially enhance executive function in older adults, providing important insights into its applicability within this population.Clinical trial registrationhttps://center6.umin.ac.jp/cgi-open-bin/ctr_e/ctr_view.cgi?recptno=R000058589, identifer UMIN000051427

Visual art dialogues were used in student nurses' education as a teaching and learning complement to theoretical knowledge of nursing care. An intervention group as well as a control group discussed what was characteristic of good nursing care. The control group was used to control for the effects of visual art dialogues in the intervention group. The study was undertaken at two university colleges of health sciences in Sweden. Data were collected from student nurses (n = 267) during their first year of study. The Wheel Questionnaire was used in the intervention group and control group. It measured three aspects of student nurses' perception of nursing situations: structure, the extent of emotional involvement, and motivation. The results showed statistical differences (one way ANOVA) between the intervention group in which visual art dialogues were implemented and the control group. Students in the intervention group, compared to the control group, were more structured, motivated and emotionally balanced when they expressed the elements most typical of good nursing care. They showed personal readiness in caring situations.

Background: Research on the effects of music education on cognitive abilities has generated increasing interest across the scientific community. Nonetheless, longitudinal studies investigating the effects of structured music education on cognitive sub-functions are still rare. Prime candidates for investigating a relationship between academic achievement and music education appear to be executive functions such as planning, working memory, and inhibition.Methods: One hundred and forty-seven primary school children, Mage = 6.4 years, SD = 0.65 were followed for 2.5 years. Participants were randomized into four groups: two music intervention groups, one active visual arts group, and a no arts control group. Neuropsychological tests assessed verbal intelligence and executive functions. Additionally, a national pupil monitor provided data on academic performance.Results: Children in the visual arts group perform better on visuospatial memory tasks as compared to the three other conditions. However, the test scores on inhibition, planning and verbal intelligence increased significantly in the two music groups over time as compared to the visual art and no arts controls. Mediation analysis with executive functions and verbal IQ as mediator for academic performance have shown a possible far transfer effect from executive sub-function to academic performance scores.Discussion: The present results indicate a positive influence of long-term music education on cognitive abilities such as inhibition and planning. Of note, following a two-and-a-half year long visual arts program significantly improves scores on a visuospatial memory task. All results combined, this study supports a far transfer effect from music education to academic achievement mediated by executive sub-functions.

BackgroundVisual art training is a student-led approach using Western art pieces as the main teaching resources. It has been developed and applied in nursing and medical education in the United States. This study aimed to adapt visual art training to Chinese cultural context, then to compare the efficacy of the culturally-tailored visual art training versus traditional education on observational and diagnostic skills at 3-month follow-up among Chinese nursing students in master program.MethodsThis study included Phase 1 (cultural adaptation) and Phase 2 (3-month efficacy evaluation). It was conducted from June to September, 2019. In Phase 1, cultural barriers were identified and cultural adaptation strategy were made based on two focus group interviews. Phase 2 was a randomized controlled trial in a local museum. A total of 106 first-year nursing students in master program were randomized to the intervention group or the control group. Both groups received traditional education. In addition, intervention group received a visual art training (including a field-guided museum visit with observation and debriefing of Chinese oil paintings and clinical images, four teaching hours). Data were collected for both groups at baseline and 3-month follow-up on the observational and diagnostic skills measured by clinical image tests. Learning satisfaction with the visual art training was investigated among 53 intervention students and teaching satisfaction was done in 10 staff members by self-administered questionnaires.ResultsIn phase 1, we adapted a culturally-tailored visual art training for nursing students in China. Observational skills of the intervention group increased significantly compared with the control group 3 months after the training (p < .001). A trend towards the improvement of diagnostic skills was indicated with increment of 2.92 points of the intervention group vs. 0.39 of the control group (p > .05). In general, all participants and staff were satisfied with the visual art training, especially the selected Chinese oil paintings and the student-led teaching process, but 34% (n = 18) were not satisfied with the long distance from the museum.ConclusionsA culturally-tailored visual art training with great acceptability and feasibility was implemented in China. It had a sustained positive effect on improving the observational skills of Chinese nursing students. This study can be used for a reference to introduce visual art training to nursing students or nurses from other cultures.Trial registrationRetrospectively registered in Chinese Clinical Trial Registry (ChiCTR2000037956) on 4th September, 2020.

Mental disorders are commonly associated with difficulties in regulating and expressing emotions, which may lead to maladaptive behaviors such as withdrawal, aggressiveness, or excessive anxiety. One of the non-pharmacological interventions that can help patients cope with these difficulties is art therapy, a therapeutic approach that utilizes visual art activities to facilitate the safe and constructive expression of emotions. This study aims to evaluate the effectiveness of art therapy on emotional expression among patients with mental disorders. A quasi-experimental design with a pretest-posttest control group was employed. The sample consisted of 40 patients, divided into an intervention group (n=20) who received art therapy twice a week for 4 weeks, and a control group (n=20) who received routine care only. Emotional expression was measured using a modified Emotional Expression Scale (EES). Data were analyzed using paired t-test and independent t-test. The results showed a significant improvement in emotional expression scores in the intervention group (mean score increased from 45.3 to 72.8; p=0.001), while the control group showed no significant change (46.1 to 48.0; p=0.356). Post-intervention comparisons between groups indicated a statistically significant difference (p=0.004). In conclusion, art therapy is proven to be effective in enhancing emotional expression among patients with mental disorders. This intervention may serve as a simple, enjoyable, and safe strategy in psychiatric rehabilitation programs.

The present study aimed at determining whether short-term exposure to art in shared common areas in congregate housing units could affect health and health determinants among the residents. Ten residents (mean age 80.4 years) at one block were exposed to visual art environmental enrichment in common areas over a period of three months. Thirteen persons (mean age 86.6 years) living in another block played in-house boule. Cornell’s test, Mini-Mental tests (MMT), and face recognition test were performed to assess depression, cognition, and episodic memory, respectively before and after the intervention. The results show that visual art environmental enrichment in common areas and lack of stimulating and guiding dialogues show a change in depression scores in the intervention group (p = 0.018) and the control group (p = 0.009). MMT scores improved only in the control group (p = 0.003). No changes in episodic memory in any of the groups were observed. It could be concluded that in order to obtain a positive result of short term visual art environmental enrichment, guiding art dialogues conducted by nurses, as described in previous research, should be added to visual art environmental enrichment in healthcare settings.

Aim: The goal is to explore available evidence and provide greater clarity to what is described as psychosocial intervention to improve cognitive function among older population with MCI as well as identifying areas for future research. Methods: An electronic literature search of PubMed, Cochrane, Ebscohost, Medline, Scopus, and gray resource was conducted to find articles published in English language between 2010 and September 2020. This review focused on research undertaken using randomized clinical trials study design. We extracted information regarding the publication date, geographical location, study setting, intervention mechanism, type of cognitive measurement used, and outcome of the studies. References of this literature were also reviewed to ensure comprehensive search. Result: Out of 240 potential records found, a total of 27 articles were identified following the first round of screening and deletion of duplicates. Full-text article reviews and analysis in the second round of screening narrowed the selection down to four articles. Another three relevant articles obtained from references were also included making a total of seven articles in the final analysis. Findings: Psychosocial intervention strategies for improvement of cognitive function, done in various setting all over the globe, covered a range of approaches including art therapy, visual art therapy, therapeutic writing therapy, reminiscence activity, and cognitive behavioral approach. Most were conducted in weekly basis within 1-to-2-hour duration of session. Cognitive function of older adult in psychosocial intervention group was significantly improved in two studies. Three studies showed no significant improvement at all in the cognitive function, and another one reported success in improving cognitive function over time in the intervention group than in control group. One study did not describe the interaction effect. Different types of cognitive measurement also were used to quantify different domains of cognitive function in the reviewed studies. Conclusion: The idea of using psychosocial intervention for improving cognitive function has begun to increasingly accepted recently. Findings from the limited studies are encouraging, although the outcome of the cognitive function was mixed. Large-scale and longer duration of psychosocial intervention with bigger sample size is warranted for future studies.