A Guide to Implementing Role-Play in the Nursing Classroom.
Journal
Nursing education perspectives
ISSN: 1536-5026
Titre abrégé: Nurs Educ Perspect
Pays: United States
ID NLM: 101140025
Informations de publication
Date de publication:
Historique:
pubmed:
31
5
2020
medline:
29
10
2021
entrez:
31
5
2020
Statut:
ppublish
Résumé
To foster critical thinking and clinical reasoning skills in nursing students, there has been a shift in nursing education from lecture-based classroom teaching to active learning strategies. However, the challenge of switching teaching strategies can be overwhelming and daunting for many educators. This article unravels role-play as an effective active learning strategy. A methodical approach is provided to enable educators to develop an activity that can be adapted for a variety of courses.
Identifiants
pubmed: 32472870
pii: 00024776-202111000-00072
doi: 10.1097/01.NEP.0000000000000678
doi:
Types de publication
Journal Article
Langues
eng
Pagination
E163-E164Informations de copyright
Copyright © 2020 National League for Nursing.
Déclaration de conflit d'intérêts
The authors have no conflicts of interest and no sources of funding.
Références
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doi: 10.3928/00220124-20120424-04
Chan Z. C. Y. (2016). Student peer reviewers’ views on teaching innovations and imaginative learning. Nurse Education Today, 39, 155–160. 10.1016/j.nedt.2016.02.004
doi: 10.1016/j.nedt.2016.02.004
Rao D., Stupans I. (2012). Exploring the potential of role play in higher education: Development of a typology and teacher guidelines. Innovations in Education and Teaching International, 49(4), 427–436. 10.1080/14703297.2012.728879
doi: 10.1080/14703297.2012.728879
Roh Y. S., Jang K. I. (2017). Survey of factors influencing learner engagement with simulation debriefing among nursing students. Nursing & Health Sciences, 19(4), 485–491. 10.1111/nhs.12371
doi: 10.1111/nhs.12371