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The shift towards interest in the arts in healthcare has been concurrent with what we know about the social determinants of health. There are many different ways in which this work is described (arts in health, arts for health, arts and health). Active engagement in the arts is not just restricted to benefits for patients and service users but has also been shown to improve care environments with benefits for staff retention and continuing professional development. Eisner (2004), an educationalist, asserts that the arts have the power to stimulate creative and intuitive thinking beyond text and talk given how we experience the environment through our sensory system during the lifecourse. This helps individuals to articulate their experiences, to reflect on ambiguities and uncertainties in life and often to challenge and transform long-held feelings and attitudes. In this chapter we discuss how arts-based pedagogies facilitates the integrative and social model of health, and has opened the space for creative arts activities in healthcare education. We consider and discuss the potential for introducing and engaging with the ABP in nurse education. Writing from the perspective of our own knowledge and experiences as educators from the UK where we have been utilising novel approaches to education for nursing and social work. This has led us to experiment with the arts as a means of enriching and achieving more critical and activist pedagogies that impact on professional practice (Hafford-Letchfield et al., 2012; Leonard et al., 2016, 2018). Having conducted and evaluated a number of approaches, we will share our own learning and offer the ARTE (activate, research, teach, evaluate) framework. This framework has emerged from our enquiries and helps to conceptualise learning methods which address affective and cognitive domains within holistic approaches. The framework is put forward for potential use in managing the increasing complexity and uncertainty of practice alongside the acquisition of technical knowledge and skills in social work and nursing.

Social work education is confronting unprecedented socio-economic and political challenges resulting from globalisation, demographic and cultural transformation combined with technological advances. How it prepares students by keeping to the true spirit of an empowering and emancipatory yet a robust and fit-for-purpose approach to education, demands a creative approach. Our own endeavours as educators from the UK in searching for novel approaches, has led us to experiment with the arts as a means of enriching social work pedagogy (Hafford-Letchfield et al, 2012). Social work epistemology has traditionally been founded on social science theoretical frameworks so borrowing methods from the arts seems to naturally build on this interdisciplinary approach. However, the need for accountability led us to conduct a wider exploration of what is involved in arts-based learning and to look for potential new methods for research and evaluation which bring us closer to understanding why arts-based approaches might be effective in learning and teaching? In this short article we share selected findings from a systematic review of the available evidence (Leonard et al, 2017). We highlight key messages and principles for educators interested in designing an evaluation of arts-based pedagogies and what we have learned about doing this to best effect.

A comic strip illustrating one of the arts-based approaches we have used in teaching students in health and social care because they are powerful in addressing an emotional or affective level of learning that counterbalances the mechanistic and technical-rational teaching so prevalent in the professions. Cheese or Ham was reproduced as a comic strip handout for students on the topic of communication in services for people with demential. It has showne the potential for an effective and economic learning-aid in mental health and related issues. In fact, it was a simplification from one of a series of digital story films on that topic., following the idea that, for any subject, key concepts need first to be identified and simplified in order to communicate them.

The short-chain dehydrogenases (SDR) constitute one of the oldest and largest families of enzymes with over 46,000 members in sequence databases. About 25% of all known dehydrogenases belong to the SDR family. SDR enzymes have critical roles in lipid, amino acid, carbohydrate, hormone, and xenobiotic metabolism as well as in redox sensor mechanisms. This family is present in archaea, bacteria, and eukaryota, emphasizing their versatility and fundamental importance for metabolic processes. We identified a cluster of eight SDRs in the mosquito Aedes aegypti (AaSDRs). Members of the cluster differ in tissue specificity and developmental expression. Heterologous expression produced recombinant proteins that had diverse substrate specificities, but distinct from the conventional insect alcohol (ethanol) dehydrogenases. They are all NADP+-dependent and they have S-enantioselectivity and preference for secondary alcohols with 8-15 carbons. Homology modeling was used to build the structure of AaSDR1 and two additional cluster members. The computational study helped explain the selectivity toward the (10S)-isomers as well as the reduced activity of AaSDR4 and AaSDR9 for longer isoprenoid substrates. Similar clusters of SDRs are present in other species of insects, suggesting similar selection mechanisms causing duplication and diversification of this family of enzymes. Fil: Mayoral, Jaime G.. Florida International University; Estados Unidos Fil: Leonard, Kate T.. Florida International University; Estados Unidos Fil: Nouzova, Marcela. Florida International University; Estados Unidos Fil: Noriega, Fernando G.. Florida International University; Estados Unidos Fil: Defelipe, Lucas Alfredo. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Química, Física de los Materiales, Medioambiente y Energía. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Química, Física de los Materiales, Medioambiente y Energía; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Química Biológica; Argentina Fil: Turjanski, Adrian. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Química, Física de los Materiales, Medioambiente y Energía. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Química, Física de los Materiales, Medioambiente y Energía; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Química Biológica; Argentina

Theories transmitted to students about professional practice in health and social care come traditionally from the perspective of practitioners, often as a heroic narrative, inevitably casting the service‐user in a passive role (Wiltshire, 2006). Post‐modern theorists like Foucault (1973) call this the authoritative 'gaze' that objectifies the user of public services, generating a power relationship between the professional and the service user. New perspectives are needed to redress this imbalance, drawing on the narratives of the service‐users themselves (Greenhalgh, 2006). Since 2007, a project led by service‐users at London South Bank University has been experimenting with new approaches to developing learning and teaching materials for social work education using opportunities afforded by the recent accreditation of awards within the General Social Care Council’s new Post Qualifying Framework. This paper outlines some of our experiences to date of experimenting with creative arts‐based approaches to facilitate the development of learning materials as ‘inherently creative acts’ (Sagan, 2007). This paper documents the experiences of a small group of service users and academics as we have all worked in different ways to co‐produce it using different mediums and media in order to contribute our views.