Using Guided Imagery Exercises in the Classroom

An Experiential Method for Teaching Research to Graduate Nursing Students

This article provides a creative and interactive method for teaching a metaparadigm of inquiry that values and embraces both naturalistic and positivistic approaches to research. The author outlines an experiential method for teaching graduate level research that blends opportunities to meet the needs of students with either global or analytic information processing styles, as well as varying student learning styles. The method involves a semester-long journey whereby students cognitively and viscerally begin to understand the interconnectedness of all research knowledge, and consists of five elements: 1) creating a nonthreatening environment; 2) using guided imagery; 3) teaching research along the "Continuum of Inquiry"; 4) take-home and midterm exams based on hypothetical clinical situations; and (5) developing a written research proposal.

Imagery: Stimulating Critical Thinking by Exploring Mental Models

The use of guided imagery in the classroom or clinical setting has traditionally been directed at decreasing anxiety or increasing skill performance (Rodriguez, 1991; Stephens, 1992; Tuyn, 1994). This article describes an innovative use of imagery as a teaching strategy to unearth and possibly reframe, what Senge (1990) has identified as "mental models." The approach described differs from traditional uses of imagery related to decreasing anxiety and increasing skill performance. This approach is directed at increasing critical thinking and has offered new insights for both students and faculty. By using both guided imagery as a teaching strategy and Senge's concepts of mental models, educators can encourage students to become critical thinkers and what Senge calls "systems thinkers." Mental models are deeply ingrained, often unacknowledged, assumptions or images that individuals develop as a result of their life experiences. These images influence values, thoughts, and actions, albeit at times, unknowingly. These images, or mental models, also influence the ability to learn and translate learning into action. Lack of knowledge and awareness of one's mental models can be an obstacle to high-quality critical thinking. The concept of mental models has been best articulated by Senge (1990), who is known for his work in systems-thinking. Senge believed that new insights are rarely followed with substantive action because the new learning, at some level, conflicts with deeply held, internal images. One way to remove this gap between insight and action is to examine mental models that may prohibit both insight and action.