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ROLE PLAYING

ROLE PLAYING. Terry Angel Bobbi Atkinson Randi Johnson Wilmington University. Description/Definition.

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ROLE PLAYING

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  1. ROLE PLAYING Terry Angel Bobbi Atkinson Randi Johnson Wilmington University

  2. Description/Definition • The Dictionary of Education explains role-playing as “an instructional technique involving a spontaneous portrayal (acting out) of a situation, condition, or circumstances by selected members of a learning group.” The situation to which the person responds may be either structured or unstructured. (http://www.neiu.edu/~sdundis/hrd310/roleplaying.doc.pdf) • A dramatic approach in which individuals assume the roles of others; usually unscripted, spontaneous interactions (may be semistructured) that are observed by others for analysis and interpretation. (Billings and Halstead, 2005) • Different than simulation where learners rehearse behaviors or roles they will need to master and apply to real life

  3. 3 stages: • Briefing- explaining the objectives and setting up scenario • Running- the actual “acting” of scenario • Debriefing- the discussion, analysis, and evaluation of the experience • 3 designs: • Informal- general situation with little or no preparation time • Formal- instructions provided which outline the scope and sequence • Clinical demonstration- similar to formal, typically uses anatomic model and often done as part of coaching session

  4. Application of Educational Theory • Cognitive Learning Theory- stresses the importance of what goes on “inside” the learner; in order to learn, individuals must change their cognition (perception, thought, memory, and ways of processing and structuring information). • Constructivism- new knowledge built on internal representation of existing knowledge through personal interpretation of experience

  5. Application of Educational Theory (cont.) • Constructivists assume learners construct knowledge in an attempt to make sense of their experiences and those learners are active in seeking meaning. • Role playing is a technique to arouse feelings and elicit emotional responses in the learner; primarily to achieve behavioral objectives in the affective domain; used to develop an understanding of other people; the only strategy that gets the learner into another “identity”- allowing him/her an opportunity to perceive how others might feel, think and act.

  6. Application to Teaching Situation • Cultural competence- can experience how individuals from other cultures may react in specific settings; allows practice of nursing interventions for appropriate response to culturally diverse patients • Counseling- allows practice of communication skills in the provision of information (health care provider to patient, family, other) and between individuals (relationship issues, work related issues) • Educational- allows nursing/medical students to practice empathy for others (patients receiving bad news, family members having to make end of life decisions)

  7. Business/Work environment Medical facility- office, ambulatory care, medical/nursing school, hospital Educational- other academic setting (primary/secondary education, college) Online education Other- social service (police officers, fire fighters, social workers, child/adult protective services) Appropriate Settings

  8. Pros/Advantages • Learner can express feelings and attitudes • Encourages creativity • Learner can “feel” the situation rather than just intellectualize it • Learner is motivated and active • Focuses on problems real in nature • Affective learning can be taught and/or effectively evaluated • Learners learn to remain calm in face of adversity or pressures • Simple and low cost • Does not need material or advance preparation • Provides opportunity to practice skills

  9. Cons/Disadvantages • Learners can emphasize performance over the intended lesson • Time consuming • Learners with talent can monopolize the situation • “Hot topics” and controversial issues can get “out of hand” • Demands some imagination from learners • Not appropriate for large groups • Learners may be self conscious or feel threatened • Learners may not identify with character or situation • Can be ineffective if fails to relate to learner or intended lesson

  10. Business- increase cultural competence, conflict resolution between individuals Health care- increase cultural competence, nursing/medical student education Other- psychotherapy, human relations and sensitivity training, counseling, education Adaptation of Strategy

  11. Evaluation of Effectiveness • The focus of role play is a problem/conflict and the resolution of the problem/conflict is what the participants should gain from participating in or observing the role play. • Debriefing/Evaluation includes: • Allowing further discussion of topic- clarify any questions • Participants can clarify roles and feelings related to interaction • Questioning what participants/observers learned • Questioning likes/dislikes of interaction • Learners summarize the interaction and relate to the initial problem/conflict • Allowing exploration and suggestion of new behaviors before actual intervention

  12. Summary Role-playing is a nontraditional instructional method utilizing acting as a means of providing insight into other’s thoughts, emotions, and actions for the purpose of better understanding.

  13. References • Ahsen, N.F., Batul, S.A., Ahmed, A.N., Imam, S.Z., Iqbal, H., and Shamshair, K. (2010) Developing counseling skills through pre-recorded videos and role play: a pre- and post-intervention study in Pakistani medical school. BMC Medical Education: 10(7); 1472-1479 • Bastable, S. B. (2008). Nurse as educator (3 ed.). Sudbury, MA: Jones and Bartlett • Billings, D.M. and Halstead, J.A. (2005) Teaching in Nursing- A Guide for Faculty 2nd ed. Elsevier Saunders St. Louis, Missouri • Comer, S.K. (2005) Role Playing to Enhance Clinical Understanding. Nursing Education Perspectives: 26(6) 357-361

  14. References (cont.) • Instructional Methods Information http://www.adprima.com/teachmeth.htm • Teaching Techniques http://www.ccghe.jhmi.edu/assets/CCGHE/Documents/S1-Teaching_Techniques.pdf • Role Playing from excerpts from The Expert Educator (Jones, et. al., 1994) http://www.neiu.edu/~sdundis/hrd310/roleplaying.doc.pdf • Levitt, C. and Adelman, D.S. (2010) Role-Playing in Nursing Theory: Engaging Online Students. Journal of Nursing Education: 49(4); 229-232 • Shearer, R. and Davidhizar, R. (2003) Using Role Play to Develop Cultural Competence. Journal of Nursing Education: 42(6);273-276

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