NR 621 Intervention:Evaluation Plan

Student Name

Chamberlain University

NR-621: Nurse Educator Concluding Graduate Experience I

Prof. Name:

Date

Role-Playing as an Intervention for Addressing Incivility in Nursing Education

Introduction

Incivility in nursing education remains a growing concern, impacting students, faculty, and clinical preceptors in both academic and clinical environments. This issue leads to negative psychological and physical consequences, affecting victims and contributing to an unhealthy learning atmosphere. Furthermore, incivility influences patient care by increasing the likelihood of unsafe practices and poor clinical judgment. Despite the severity of the problem, there is limited research on effective interventions. However, role-playing has emerged as a promising approach to addressing incivility among nursing students. The objective of this project was to conduct a mixed-methods literature evaluation to explore the use of role-playing techniques in mitigating incivility and improving student learning outcomes.

Nurse incivility not only affects educational environments but also has significant implications for healthcare systems and patient safety. It can lead to intimidation, impair clinical decision-making, and negatively influence patient outcomes. Studies have linked incivility to preventable adverse events in hospitals, contributing to approximately 98,000 deaths annually in acute care settings. Additionally, incivility has been associated with high turnover rates in nursing, increasing hospital costs as institutions spend up to 125% of a nurse’s salary to replace departing staff. Addressing this issue through educational strategies such as role-playing is essential for fostering a culture of civility and professionalism within nursing education.

NR 621 Intervention: Evaluation Plan

Professional organizations like the Joint Commission and the American Nurses Association advocate for zero-tolerance policies against incivility, emphasizing the importance of proactive interventions. Role-playing has been recognized as an effective teaching strategy across various disciplines, including nursing, by enhancing engagement and empathy. The timing of role-playing sessions is crucial for their effectiveness. If conducted immediately before or after exams, stress levels may interfere with learning. Therefore, careful scheduling of these sessions is essential.

Role-playing provides nursing students with opportunities to develop critical communication skills and reflect on their roles as caregivers. By engaging in structured role-playing activities, students enhance their ability to recognize and respond to uncivil behavior. This project proposes integrating role-playing into nursing curricula to improve professional development and reduce instances of incivility in academic and clinical settings.

Table 1: Role-Playing Intervention in Nursing Education

Category	Description
Project Goals	The project aims to use role-playing to address incivility in nursing education. Long-term goals include improving professional conduct and patient care quality, while short-term goals focus on enhancing student performance and engagement.
Stakeholders	Faculty members, administrators, department chairs, and students from five nursing schools are involved. Their collaboration is crucial for successful implementation and evaluation of role-playing interventions.
Implementation Strategy	Role-playing scenarios include clinical simulations, patient interviews, and emergency care situations. Faculty training and curriculum modifications ensure alignment with learning objectives.
Evaluation Methods	Student performance in exams before and after role-playing interventions will be compared. Faculty feedback and student surveys will assess the effectiveness of role-playing in reducing incivility.
Key Findings	Research indicates that role-playing improves students’ communication skills, empathy, and confidence. It also enhances the understanding of patient behaviors and supports the development of professional identity.
Change Model	Kurt Lewin’s Unfreezing-Change-Refreezing model is used to facilitate the transition from traditional learning to interactive role-playing techniques.
Self-Reflection	Reflection is integrated into role-playing exercises, helping students and educators identify behaviors that contribute to incivility and implement strategies for improvement.
Teaching-Learning Strategy	Effective strategies include varied teaching methods, fair evaluation techniques, and apprenticeship-based learning to foster a positive and respectful classroom environment.

Conclusion

Role-playing is an effective intervention for mitigating incivility in nursing education by fostering empathy, enhancing communication, and encouraging professional reflection. The integration of role-playing aligns with active learning principles, creating a more engaging and supportive environment for students. Ongoing assessment of role-playing techniques will help determine their long-term effectiveness in improving student behavior, learning outcomes, and classroom dynamics.

References

Burnes, B. (2020). The origins of Lewin’s three-step model of change. The Journal of Applied Behavioral Science, 56(1), 32-59.

Deborah, O. K. (2018). Lewin’s theory of change: Applicability of its principles in a contemporary organization. Journal of Strategic Management, 2(5), 1-12.

King, J., Hill, K., & Gleason, A. (2015). All the world’s stage: Evaluating psychiatry role-play-based learning for medical students. Australasian Psychiatry, 23(1), 76–79.

Martin, P., & Kahn, J. (1995). Medical students as role-playing patients. Acad Psychiatry, 19(2), 101–107. https://doi.org/10.1007/BF03341538

Mousavinasab, E., Kalhori, S. R. N., Sanaee, N. Z., Rakhshan, M., & Saeedi, M. G. (2020). Nursing process education: A review of methods and characteristics. Nurse Education in Practice, 102886.