NR 621 Literature Review

Name

Chamberlain University

NR-621: Nurse Educator Concluding Graduate Experience I

Prof. Name

Date

NR 621 Literature Review

Introduction to Role-Playing in Learning

Role-play activities provide an effective, engaging method for learning by involving participants in small groups that analyze tasks based on specific learning objectives. These objectives are determined both individually and collectively within the group. During role-play exercises, learners meet with a tutor to discuss various issues, supporting one another in connecting new knowledge with prior concepts. This process of collaboration encourages cognitive connections that lead to deeper understanding. In the context of problem-based learning (PBL), role-play activities promote teamwork as participants work together to solve given problems.

The emphasis in PBL, particularly in role-playing, is not necessarily on the correct answers but on developing problem-solving skills and fostering interpersonal relationships. According to Zhan (2012), the bonds formed during these exercises are just as valuable as the solutions students generate. The underlying theoretical foundation of PBL is constructivism, which emphasizes that new knowledge is built on a learner’s existing understanding. Through these activities, students not only learn from their own participation but also by observing others, allowing for a deeper engagement and understanding of various perspectives.

Key Themes in the Literature

The literature on role-playing in nursing education has been organized around several key themes, which include the development of problem-solving skills, the promotion of critical thinking and creativity, and the use of role-play as a simulation methodology.

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

Clinical skills in nursing often fail to directly correlate with actual clinical situations, which presents a challenge in nursing education. Traditional teaching methods may not fully prepare students for the complexities of real-world scenarios. Role-playing, however, offers a solution by immersing students in simulated clinical environments where they can practice their responses to real-life challenges. This active participation helps students cope with real-world situations, boosting their clinical performance and confidence (Safoura et al., 2018). Role-play, as part of PBL, has been shown to enhance nursing students’ problem-solving abilities and improve patient education skills. Research by Safoura et al. (2018) demonstrates that using role-play in nursing education led to greater patient satisfaction and better learning outcomes. Moreover, Kirkpatrick’s evaluation model confirmed that role-playing significantly improved nursing students’ learning, which in turn resulted in better patient care outcomes.

Role-Playing to Promote Critical Thinking and Creativity

Critical thinking is essential for nursing practice, as it enables students to analyze complex concepts and make well-informed decisions. Role-play is an effective tool for enhancing critical thinking, as it requires students to actively engage with hypothetical clinical scenarios, interpret patient needs, and reflect on their actions. As noted by Couger (1995), critical thinking involves decision-making and problem-solving, which are integral to everyday life and nursing practice. Role-play exercises encourage students to think critically, not only by participating in the scenarios but also by observing and reflecting on the role-plays of others. This promotes the development of creative solutions to challenges and fosters deeper understanding of diverse viewpoints. DeYoung (2003) highlights that such activities require students to examine their assumptions, justify their decisions, and critically assess the implications of their actions. Role-playing, therefore, serves as a valuable tool for developing both critical thinking and creativity in nursing education.

Role-Playing as a Simulation Methodology

Role-playing serves as a valuable simulation methodology in a variety of educational contexts, including nursing and medical training. It allows students to practice real-world skills in a controlled, yet dynamic, environment. Studies by Nestel and Tierney (2007) describe various approaches to role-playing, including fully scripted, partially scripted, and unscripted formats, each designed to facilitate different learning outcomes. For example, medical students may engage in role-plays to develop patient-centered communication skills, with the opportunity to switch roles and gain insights into the perspectives of both healthcare providers and patients. This active engagement in role-playing exercises has been shown to improve clinical skills, particularly in areas such as physical examinations, diagnosis, and patient interaction (Yamauchi et al., 2021).

The Impact of Teachers on Incivility

Teachers play a significant role in managing classroom dynamics, including addressing disruptive behaviors. Research by Erturk (2015) and Latif et al. (2016) suggests that teachers’ actions, including the use of punitive measures, may inadvertently exacerbate disruptive behavior. Effective teaching strategies, including role-playing, can help mitigate these behaviors by fostering a positive, supportive learning environment where students feel more engaged and less inclined to act out. In contrast, harsh disciplinary approaches may create a negative atmosphere that reinforces incivility among students.

Peer Role-Playing in Simulation Education

Peer role-playing is an effective simulation technique that has been demonstrated to improve clinical competencies in various settings. Yamauchi et al. (2021) found that peer role-playing in musculoskeletal (MSK) physical examinations enhanced medical students’ proficiency in clinical reasoning and diagnosis. By engaging in low-fidelity simulations, students can practice essential clinical skills and improve their overall competency in patient care. This hands-on approach to learning provides students with the opportunity to develop practical skills in a realistic, yet controlled, environment.

Struggles Faced by Students with Disruptive Behaviors

Several studies have explored the challenges that disruptive behaviors pose to students’ learning experiences. Vizeshfar, Fatemeh, and Dehghanrad (2016) found that students who exhibited disruptive behavior often performed poorly in exams and were less engaged in classroom activities. Similarly, Kessels and Heyder (2020) noted that low-achieving students may find disruptive behavior helpful in avoiding class tasks. These findings underscore the importance of addressing incivility and implementing strategies, such as role-playing, to prevent disruptive behaviors and foster a more productive learning environment.

Connection to the PICOT Question

These themes align with the PICOT question, which asks: “Among nursing educators, is a role-playing intervention, compared to cognitive rehearsal intervention, a more effective strategy in the management of incivility as measured by a pre- and post-test of learner perceptions of a positive learning environment?” This question seeks to identify effective methods for preventing disruptive behaviors and promoting a positive learning atmosphere. Role-playing, with its emphasis on engagement, creativity, and problem-solving, offers a promising solution to managing incivility in educational settings.

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_Evaluation_of_Role_Play_as_a_Teaching_Strategy_in_a_Systems_Analysis_and_Design_Course

NR 621 Literature Review

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

Nestel, D., & Tierney, T. (2007). Role-play for medical students learning about communication: Guidelines for maximising 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

NR 621 Literature Review

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