NR 621 Literature Review

NR 621 Literature Review

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Chamberlain University

NR-621: Nurse Educator Concluding Graduate Experience I

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NR 621 Literature Review

Introduction to Role-Playing in Learning

Role-playing is an interactive learning strategy that enhances engagement and fosters a deeper understanding of subject matter. It involves small groups of learners who analyze tasks based on predefined learning objectives. These objectives are established individually and collectively within the group, ensuring an inclusive learning environment. Participants meet with a tutor to discuss different issues, enabling them to integrate new knowledge with existing concepts. This collaborative process enhances cognitive connections, leading to a more profound comprehension of the material.

In the framework of problem-based learning (PBL), role-playing promotes teamwork by requiring participants to work together to solve given problems. Unlike traditional methods that focus on obtaining correct answers, role-playing emphasizes the development of problem-solving skills and interpersonal relationships. Zhan (2012) highlights that the connections formed during these exercises are equally important as the solutions derived by students. The theoretical foundation of PBL aligns with constructivism, which asserts that learning builds upon prior knowledge. Through observation and active participation, students develop a more comprehensive understanding of different perspectives.

Key Themes in the Literature

The literature on role-playing in nursing education highlights three primary themes: its role in enhancing problem-solving skills and patient education, its contribution to the development of critical thinking and creativity, and its use as a simulation methodology.

Role-Playing to Improve Problem-Solving Skills and Patient Education

One of the main challenges in nursing education is bridging the gap between theoretical knowledge and real-world clinical application. Traditional teaching approaches may not adequately prepare students for the complexities of clinical settings. Role-playing offers a solution by immersing students in simulated clinical environments where they can practice their responses to real-life challenges. This hands-on experience strengthens clinical performance and boosts confidence (Safoura et al., 2018). Research indicates that role-playing, as part of PBL, enhances nursing students’ problem-solving abilities and improves patient education skills. Safoura et al. (2018) found that incorporating role-playing into nursing education resulted in increased patient satisfaction and better learning outcomes. Additionally, Kirkpatrick’s evaluation model confirms that role-playing significantly improves student learning, which positively impacts patient care outcomes.

Role-Playing to Promote Critical Thinking and Creativity

Critical thinking is an essential component of nursing education, as it allows students to analyze complex clinical situations and make well-informed decisions. Role-play exercises provide a dynamic way to strengthen critical thinking skills by requiring students to engage with hypothetical clinical scenarios, interpret patient needs, and reflect on their actions. Couger (1995) explains that critical thinking involves decision-making and problem-solving, both of which are integral to nursing practice. Role-play activities challenge students to think critically by not only participating in scenarios but also by observing and evaluating their peers’ performances. This process encourages the development of creative solutions and a broader understanding of different viewpoints. According to DeYoung (2003), such exercises prompt students to examine their assumptions, justify decisions, and critically assess the implications of their actions. Thus, role-playing is a valuable tool for enhancing both critical thinking and creativity in nursing education.

Role-Playing as a Simulation Methodology

Role-playing is widely recognized as an effective simulation methodology in nursing and medical training. It provides students with a safe, controlled environment to practice real-world skills. Nestel and Tierney (2007) describe different types of role-playing formats, including fully scripted, partially scripted, and unscripted scenarios, each designed to support various learning objectives. Medical students, for example, engage in role-play exercises to develop patient-centered communication skills. By switching roles between healthcare providers and patients, they gain deeper insights into different perspectives. Yamauchi et al. (2021) found that role-playing exercises significantly improve clinical skills, particularly in areas such as physical examinations, diagnosis, and patient interaction.

NR 621 Literature Review

Connection to the PICOT Question

The themes discussed in the literature align with the PICOT question, which examines whether role-playing is a more effective intervention than cognitive rehearsal in managing incivility in nursing education. The question specifically seeks to determine whether role-playing fosters a more positive learning environment by enhancing engagement, problem-solving, and interpersonal skills. The research indicates that role-playing is a promising method for mitigating disruptive behaviors and fostering a constructive educational atmosphere.

References

Chan, Z. (2012). Role-playing in the problem-based learning class. Nurse Educ Pract, 12(1), 21-27. https://doi.org/10.1016/j.nepr.2011.04.008

Couger, J. D. (1995). The information systems curriculum: Teaching critical thinking and decision making. Journal of Information Technology Education, 6, 1-10. https://doi.org/10.1007/978-1-4471-2589-2_11

DeYoung, S. (2003). Critical thinking and decision making in nursing. Nurse Educator, 28(2), 69-74.

Erturk, E. (2015). Evaluation of role play as a teaching strategy in a systems analysis and design course. International Journal of Learning, 13, 150-159. https://www.researchgate.net/publication/284285165

Kirkpatrick, D. L. (1998). Evaluating training programs: The four levels. Berrett-Koehler Publishers.

Latif, D., et al. (2016). The influence of teacher behavior on student incivility in nursing education. Nurse Education Today, 40, 36-42. https://doi.org/10.1016/j.nedt.2016.02.020

NR 621 Literature Review

Nestel, D., & Tierney, T. (2007). Role-play for medical students learning about communication: Guidelines for maximizing benefits. BMC Med Educ, 7, 3. https://doi.org/10.1186/1472-6920-7-3

Safoura, D., Mansoureh, A., Elnaz, M., & Hamid, H. (2018). Effect of role-playing on learning outcome of nursing students based on the Kirkpatrick evaluation model. Journal of Education and Health Promotion, 10, 415-425. https://doi.org/10.4103/jehp.jehp_138_19

Yamauchi, K., et al. (2021). Using peer role-playing to improve students’ clinical skills for musculoskeletal physical examinations. BMC Med Educ, 21(1), 322. https://doi.org/10.1186/s12909-021-02742-4

Zhan, Y. (2012). Role-playing in problem-based learning. Nurse Educ Pract, 12(1), 21-27. https://doi.org/10.1016/j.nepr.2011.04.008