Khooshab Elham, Khorasani Parvaneh, Rakhshan Mahnaz, Yazdannik Ahmadreza, BakhtiyarNasrabadi Hasanali
Department of Community Health and Geriatric Nursing, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran.
Nursing and Midwifery Care Research Center, Department of Community Health and Geriatric Nursing, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran.
J Educ Health Promot. 2024 Apr 29;13:153. doi: 10.4103/jehp.jehp_532_23. eCollection 2024.
Aesthetics is a branch of philosophy that has been entered into the philosophy of education for a long time. Reviewing the concept of aesthetics in education, we can see the components that can cover a number of challenges in the field of patient education. Focusing on the conceptual dimensions obtained from the analysis of this concept, the aim is matching the resulting conceptual categories with the gaps in the field of patient education.
Using a scoping review, we reviewed the literature dealt with different dimensions of aesthetic-based education. Walker and Avant's concept analysis approach was used to inductively analyze the content obtained from the review of literature. The data were divided into three general groups of antecedents, attributes, and consequences of the aesthetic-based education concept, and the final conceptual model was defined. Interdisciplinary comparisons between educational and medical sciences were made to match the concept of aesthetic education with the field of patient education to cover its issues. During the scope review process of the texts, after screening the articles, 17 articles selected to enter the concept analysis stage.
Concept analysis phase showed that the main conceptual categories of antecedents of aesthetic-based education are aesthetic-based intrapersonal competencies and aesthetic capacities of educational setting. The attributes include aesthetic-based educational content and teaching methods including unity in diversity, combination with art and being based on empathy. The consequences include subliminal learning and constraint-free learning. These conceptual dimensions can cover four important issues in patient education including patient satisfaction, pedagogical competences of health educators, patient centeredness, and empathetic relationship.
Applying aesthetic concept in the patient education process can bridge part of the gaps in this process. So, this study can be an introduction to future innovative models based on aesthetic paradigm in the field of patient education.
美学是哲学的一个分支，长期以来一直融入教育哲学之中。审视教育中的美学概念，我们可以看到其中包含的要素能够应对患者教育领域的诸多挑战。聚焦于对这一概念分析得出的概念维度，目的是使所得出的概念类别与患者教育领域的差距相匹配。
我们采用范围综述法，回顾了涉及基于美学教育不同维度的文献。运用沃克和阿万特的概念分析方法对文献综述所得内容进行归纳分析。数据被分为基于美学教育概念的前因、属性和后果三大类，并定义了最终的概念模型。对教育科学与医学进行跨学科比较，以使美学教育概念与患者教育领域相匹配，从而涵盖该领域的问题。在文本的范围综述过程中，筛选文章后，选取了17篇文章进入概念分析阶段。
概念分析阶段表明，基于美学教育的前因的主要概念类别是基于美学的个人能力和教育环境的美学能力。属性包括基于美学的教育内容和教学方法，如多样统一、与艺术结合以及基于同理心。后果包括潜意识学习和无约束学习。这些概念维度能够涵盖患者教育中的四个重要问题，包括患者满意度、健康教育者的教学能力、以患者为中心以及同理心关系。
在患者教育过程中应用美学概念可以弥合该过程中的部分差距。因此，本研究可为患者教育领域未来基于美学范式的创新模式提供借鉴。
