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Role Playing

Role Playing. Susan Felicia Eileen Gabrielli Jackki Tilton Amanda Ward. Role Playing Strategy. “Role play is a useful strategy for nursing education” (Shearer, 2003, p.274) Instruction method that works best with smaller groups Learners take part in a reenactment of a particular scenario

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Role Playing

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  1. Role Playing Susan Felicia Eileen Gabrielli Jackki Tilton Amanda Ward

  2. Role Playing Strategy “Role play is a useful strategy for nursing education” (Shearer, 2003, p.274) Instruction method that works best with smaller groups Learners take part in a reenactment of a particular scenario “Participants my test behaviors and decisions in an experimental atmosphere without the risk of negative effects in a relationship” (Shearer, 2003, p.273)

  3. Role Playing Strategy • No script is provided but participants must be given enough information to be able to assume the assigned role • “Players are encouraged to express thoughts and feelings spontaneously” (Shearer, 2003, p.274) • Group members act out the role to gain another perspective

  4. Role Playing Strategy Cont’d Must have certain level of comfort within the group to be effective Should never be performed at the beginning of training session Can be integrated with other teaching techniques “emphasis on acquisition of skills and overcoming problems” (Shearer, 2003, p.274)

  5. Educational Theory • Humanistic Learning Theory fits best with the role playing model • States each person is unique • Has a desire to grow in a positive way • Enhances flexibility and creativity • Gaining factual knowledge is not the focus of this model – curiosity and gaining insight are key • “Must be deliberately employed by instructors using specific strategies in a skillful manner” (Shearer, 2003, p.274)

  6. Strategy Usages “First step is to identify learning objectives” (Shearer, 2003, p.275) Used primarily to achieve behavioral objectives in the affective domain. A method technique to arouse feelings and elicit emotional responses in the learners. “Helpful to allow students to warm up to the role” (Shearer, 2003, p.275)

  7. Strategy Uses • Teaches learners real life situations to develop understanding of other people feelings. • Helps with Decision-making skills. • Role plays also appeal to different learning styles. • “Spontaneous, dramatic, creative teaching strategy in which individuals overtly and consciously assume the roles of others” (Sellers, 2002, p.499) • “Actively engage students in learning and promote a higher level of thinking” (Sellers, 2002, p.499)

  8. ROLE PLAY SETTINGS Counseling sessions Nursing Clinical labs Classrooms Usually done in a small group Can be used in teaching cultural competence “used to teach cultural diversity awareness, including ethnic, social, racial and religious differences” (Shearer, 2003, p. 274)

  9. Pros of Role Playing • “Debriefing of the role play student allows students to discuss, analyze and evaluate the role play experience” within a qualitative research study for nursing students learning nursing theory (Sellers, 2002, p. 500) • Allows active participation of the learner • Learner recreates activity through example of play • Learner can not only adapt to a new psychomotor skill but incorporate affective domains as well

  10. Cons of Role Playing • May not appeal to those learners who do not like to be the center of attention • Requires active participation and interaction • Cognitive learners may not accept the physical involvement of learning • Sellers stated that nursing students expressed concern about inaccurate portrayal of theorists (in a qualitative study) (p.500) • Requires an post-activity discussion or debriefing session after the role-play is completed

  11. Evaluation • Does role play help learners achieve stated objective? MOST IMPORTANT EVALUATION QUESTION Focus on affective domain Students believe that role play is an effective mechanism for assessing student understanding (of nursing theory models) according to Sellers. • Is the presentation assessable for targeted learners? Right time, place, setting Usually focus on small group

  12. Evaluation cont. • “Successful outcomes should include clear and concise directives, extensive advanced planning, flexibility and creativity.” (Sellers, 2002, p.500) • Is role play efficient related to available time, energy, resources for the size of audience (learners)? • Small groups – “Groups ranging in size from 13 to 25 students” (Sellers, 2002, p. 500) • All members have a role (acting or observing for specific details)

  13. Evaluation cont. • How does role play allow for active participation? • Active audience=increased learning and increased retention • Is role play cost effective for specific learning need, or is another method more cost efficient? Stems from creativity of participants • Requires few resources unless “props” are used; Example: goggles for participants to wear that turn the learners vision to that of a patient who is legally bind.

  14. Reference Bastable, S.B. (2008). Nurse as educator: principles of teaching and learning for nursing practice (3rd ed.) Massachusetts: Jones and Bartlett. Sellers, S. 2002. Testing theory through theatrics. Journal of nursing education. 41(11): 498-500. Shearer, R.2003. Using role play to develop cultural competence. Journal of nursing education. 42(6): 273-276.

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