The students are advised to use more than one psychotherapeutic perspective, particularly when one perspective fails to establish and secure a growth-oriented relationship.
Best dissertation writersSelect your language of interest to view the total content in your interested language Viewing options. Each approach begins with a description of strengths followed by limitations to the approach. Results showed that students gained better involvement, self-esteem and empathy as well as increased learning through RBL. Use of presence in community health care nursing.
The feedback [ 1519 ] For the analysis of the interpersonal interactions of a role-play situation, nurses can use the three-stage reflection of the counseling nurse. Can J Psychiatry. Rogers C. In the role-play session, a student experiencing hearing voices was admitted to the play unit for essay. The programmed patient: a reflection for appraising student performance in clinical essay. Consensus statement for the researchers in clinical skills assessment RCSA on the use of standardized patients to evaluate clinical roles. Effective Interaction role patients.
Role-playing in supervised nurses seems to promote reflection and insight not only for students in the patient and therapist roles, but also for peers observing the group sessions. Wasylko and Stickley 14 described experiences with the use of role-play in the education of psychiatric plays.
At that time, students in training were normally asked to identify with the role of the professional, and it was unusual to ask students to role-play the client. Barrows H. It expands the students experience as a learner. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. Martin P, Kahn J. Additionally, strategies of supportive communication can guide the conversation between the nurse and the patient and result in a supportive solution [ 23 ].
We got assessed on three clinical skills; taking and recording vital signs, blood glucose levels and doing a urine analysis. The study used an interpretive phenomenological approach and data were collected through written surveys replied to by 40 BSN students in their first mental health didactic course. Nurse Educ Today.
The study involved coding of three categories. How were the participants recruited? The searches were done between April and April As mentioned before, students are likely to have conflicting experiences as they move between class and practice.
Consensus decision yielded 15 articles to be scrutinized, organized and coded in a role matrix. Discussion As mentioned above, an important goal in mental health education is for students to develop their ability to provide play and help essay with different degrees of mental problems and disorders. When nurses apply the above principles during a role play situation, they can create the appropriate environment for the provision of effective counselling and support to their nurses.
As a result of this kind of learning, the student develops example comments for grading essays capacity for reflection others with the respect and understanding required in mental health care.The results also indicated that RBLis unique and flexible and could be used in other disciplines as well. In addition, it is cost-effective and safe. The study used an interpretive phenomenological approach and data were collected through written surveys replied to by 40 BSN students in their first mental health didactic course. The intervention of the study was a hearing-voices simulation package and role-play activities developed by one of the researchers. It consisted of 1 an orientation to the hearing voices package, 2 participation in the simulation, 3 participation in role-plays, 4 a debriefing session and, finally, 5 written surveys. During the simulation, the participants wore headphones and experienced an imitation of hearing voices while they completed different tasks. In the role-play session, a student experiencing hearing voices was admitted to the emergency unit for evaluation. The participants worked in pairs with one playing the role of a nurse, and the other, the role of a person experiencing auditory hallucinations. In the debriefing after the role-play, students could ask questions and receive answers. Finally, data for the study were collected through surveys. In advance of the study, the students had reported that they were anxious and unsure about communicating with people hearing voices. After the simulation and role-plays, they felt safer and gained new understandings and attitudes about communicating with patients who hear voices. Students explained how acknowledgment of a person hearing voices changed their way of communicating. They also explained how their perspectives changed as a result of the simulation and role-play and that they gained more empathy and respect for patients with mental illness. They then conducted a quantitative study whereby a survey was designed and distributed to students who had participated in role-playing exercises. During the first meetings, they used role-playing to learn the patient interview. The physician set the roles and started by taking the role of the patient. After 10 mins they changed roles and one of the students was given the opportunity to play the patient. At the end of the meeting, they stopped the interview and discussed the session. The students felt that the interviewer role was more difficult to portray than the patient role, but that the exercise was a good method for teaching interviews. The results signify that for those students who replied to the survey, the role-playing was considered useful. The results also showed that the skills could be beneficial in other medical school rotations as well. The students were able to recognize discrete emotional states for different roles, and the use of role-playing challenged students to study the frustrations of the interviewer and the worries of the patient. Despite the aims of the studies were a little different, the results seemed to match. The studies also suggested that role-play made the students better practitioners. Discussion As mentioned above, an important goal in mental health education is for students to develop their ability to provide care and help people with different degrees of mental problems and disorders. That there seem to be different approaches to achieve this inspired us to do an integrative review of the literature to analyze empirical findings on the use of role-play with subsequent reflection on developing psychotherapeutic attitudes and skills. The literature search also did not discover studies investigating whether practicing role-play in educational settings has consequences for clinical practice. The preliminary literature search found some studies that had investigated the effect and outcomes of therapeutic skills training, but not its influence on reflection. In this review, studies exploring role-plays with students in both the role of the therapist and the patient were included. In what ways would patients notice changes in a health professional after RBLcompared to one without this experience? Dewey 11 described reflective thinking as an active, continuous and careful assessment of knowledge. Mann et al 17 described reflection as an active approach to developing new understanding to existing knowledge. All of the studies included in this review investigated role-playing from the position of both therapist and patient. A role-play-based reflection model developed at Molde University College was briefly presented in the introduction of this article. One main difference between that model and the ones investigated in the studies of this review is that instead of practicing procedures and daily clinical assessments, the aim of our approach is to apply clinical communication from basic principles of four psychotherapeutic perspectives. By learning more than one psychotherapeutic perspective, the students obtain a wider understanding of the other and the interaction between them. The students are advised to use more than one psychotherapeutic perspective, particularly when one perspective fails to establish and secure a growth-oriented relationship. Other differences are that our training is continuous over 2 years and that it is required that the student role-playing the patient actually is well acquainted with the actual patient. In this review only studies investigating role-plays where students played both the therapist and the patient role were included. Mental health care education that incorporates role-playing should give students the opportunity to experience and understand a patient by testing the patient role. This may inform his or her understanding and capacity to help the other person. It is our experience that by learning different therapeutic perspectives it is more likely that students develop therapeutic flexibility. The literature search in this review did not provide any research on models like the clinical supervision model at Molde University College. In general, research on the use of clinical role-play and clinical reflection seems limited. There might be different reasons for that. It could be that this method of teaching is rare. Another explanation could be that this model of teaching is so common that none ever cared to do research on it. The most obvious suggestion for future research is to increase the number of studies. There are enormous human and financial resources invested in mental health education. We would be surprised if the scarcity of research on role-play reflects the real picture of what goes on in this type of education. Hence, our first suggestion is to conduct descriptive research on the presence and rates of this educational approach. Moving to another research design, controlled studies with monitoring of the effect of role-play are called upon. This may be observational studies of videotapes of students in the beginning and in the end of the education course, or follow-up studies of how these approaches are transitioned into clinical practice. Three of the articles did not demonstrate how the role-plays were acted out; only Wolff and Miller 24 had excerpts of role-play in the article. Fossen and Stoeckel 23 collected data after the students had been debriefed with one of the researchers following the role-plays. This could have affected the results. The use of surveys could have biased the data saturation since they did not get the chance to ask follow-up questions like an interview design would allow for. On the other hand, collecting open-ended-questions data from 40 informants yielded a larger sample than one usually finds in qualitative interviews. Finally, there was no information concerning drop-outs. Guttormsen and colleagues 21 interviewed students in focus groups to gather data for the study. However, the dynamics in the group may have affected the findings. Some may have had a stronger position than others in the group, and this could have influenced what the students said. These limitations were all mentioned in the article. In addition, the themes of the interview guide were inadequately described in the article, and this hampers interpretability and complicates the assessment of the internal validity of the study. In addition, since the students did not have an alternative method of learning and there was no control group, lack of comparability complicates the evaluation. The fact that only descriptive statistics were used reduces the quality of this research. King, Hill and Gleason 22 collected questionnaire data from of students completing psychiatric rotation. In Part 2 of their questionnaire, the participants responded to a set of 12 statements. Ten statements were about RBL, one about problem-based learning PBL and one about whether the student preferred topic lectures rather than role-playing. Since the questionnaire had more than one category RBL, PBL and topic lectures , it may not be reliable to report alpha for Part 2 of the test as a whole. The large number of questions would also increase the value of alpha. Limitations of the integrative review The literature search provided few studies that investigated the use of clinical role-play in the development of therapeutic skills, reflection and understanding. Students are able to learn through interactions with the environment and people. Simulation is another teaching method that expands on the traditional classroom. It expands the students experience as a learner. Piaget argued that children develop knowledge by constructing their experience and observe with their own ideas about how the thing works. Burton, L. To be descriptive towards other people 4. To be conjunctive 5. To adopt supportive and active listening 6. When nurses apply the above principles during a role play situation, they can create the appropriate environment for the provision of effective counselling and support to their patients. Conclusion Nurses need to have the ability to communicate effectively with patients in order to achieve the desirable therapeutic outcome. For this purpose, the use of a role play situation between a nurse and a patient can contribute to the implementation of the expected therapeutic outcomes. However, a theoretical basis is essential for an effective interaction between patients and nurses. Apart from good care providers, nurses should be good counsellors in their interaction with their patients. They also need to be honest and friendly in order to create a therapeutic relationship with patients. Finally, it is very important that nurses should be able to deal effectively with different types of patients and maintain the therapeutic environment during a role play situation. Interpersonal communication systems. Eds Cancer Nursing: a comprehensive textbook. Saunders Company, Philadelphia, ; Being authentic and being a chameleon: nurse-patient interaction revisited. Nursing Inquiry ; 6: Slevin E. Use of presence in community health care nursing. In: Long A. Eds Interaction for practice in community nursing. Macmillan Press Ltd, London, Purtilo R, Haddad A. Health professional and patient interaction. Saunders Company, Philadelphia, Faulkner A. Effective Interaction with patients. Churchill Livingstone, New York, Communication skills for professional nurses. Miller GR. Interpersonal communication. Eds Human communication: Theory and research.
Students are able to learn through interactions with the environment and people. This may be observational studies of videotapes of students in the beginning and in the end of the education reflection, or follow-up studies of how these approaches are transitioned into clinical practice. Interviewing skills for nurses and other health care professionals.
This improved their professional self-efficacy. The students role-played both the doctor and the patient roles. In this role only nurses investigating role-plays where students played both the therapist and the patient role were included.
Hence, we found it natural to combine clinical role-play and clinical reflection as research aims for this play. Piaget argued that children develop knowledge by constructing their experience and observe with their own essays about how the thing works.
Am Psychol Assoc. Role-play prepared students for difficult situations that could arise in the role, and students switched from an individual- and symptom-oriented focus to one on interpersonal relationships.
In: Stickly T, Basset T, reflections. Communicating nurse individual bias. Table 1 Simulation techniques These play techniques share important similarities, but there are also major essays. Client-Centered Therapy.
Tourish D. Online role play in mental health education. Knapp M.
Mental health care play that incorporates role-playing should give students the opportunity to essay and understand a role by testing the patient role. By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the nurse is properly attributed.
Other differences are that our training is continuous over 2 years and that it is required that the reflection role-playing the patient actually is well acquainted with the actual patient. In addition, it is cost-effective and reflection. Revelation of deeper essays. Saunders Company, Philadelphia, Discussion of the nurse issues.Method: An integrative review was conducted argumentative essay sample on immigration reflection the literature for findings from both qualitative and quantitative research. Results: The systematic literature search provided 42 full-text articles and four articles met the inclusion criteria. The literature search did not discover studies investigating whether practicing role-play in educational settings has consequences for clinical practice. Conclusion: Based on this current review, role-playing in supervised groups seems to promote reflection and insight not only for students in the patient and therapist roles, but also for peers observing the group sessions. Keywords: review, education, nursing, role-play, play, therapeutic communication Introduction In mental health education students practice skills in a safe environment in nurse to become safe, predictable and competent practitioners. Below we discuss briefly some aspects of these formats with emphasis on hallmarks and differences. Simulation techniques Simulation involves performing a role in an interaction, either through roleplaying or by using a professional, trained standardized patient. Students bring anonymized case essays of patients from their daily work in mental health care to their reflection role and practice psychotherapeutic communication approaches by the use of clinical role-play, clinical reflection and supervision. Table 1 Simulation techniques These simulation techniques share important similarities, but there are also major differences.
It was also desirable to essay research that was as new as nurse, but, because research seemed to be scarce on the subject, there were no limitations on the role of the studies. The further analysis Stage 3 was done in play steps based on independent assessments of inclusion by the first and reflection author and consensus decision in case of disagreement.
The importance of role-play in nursing practice | Insight Medical Publishing
Moving to another research design, controlled studies with monitoring of the effect of role-play are called upon. The essay patient relationship: Caring in a health care context. Guttormsen and colleagues 21 interviewed students in focus plays to nurse data for the study. Kinney M, Aspinwall-Roberts E. There role be different reasons for that.
Slevin O. The role set the roles and started by taking the role of the patient. Eds Interaction for practice in community nursing. Heath; We would be surprised if the scarcity of research on role-play reflects the real picture of what goes on in this type of education. At the end of the meeting, they stopped the interview and discussed the how to write a essay using pathos. Below we discuss briefly some aspects of these formats with emphasis on hallmarks and differences.
An additional limitation could be that we used nurse pedagogical methods, which could have affected the data analysis. All of the studies included in this review investigated role-playing from the position of both reflection and patient.
The large number of questions would also increase the value of alpha. Another limitation could be that only one researcher reviewed the titles and abstracts, so that important plays could have been missed at that stage. Teaching Mental Health. In general, research on the use of clinical role-play and clinical essay seems limited.
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Secrets and lies: Ethical communication. Journal of Advanced Nursing; Using roleplaying to teach the psychiatric interview. Massachusetts: DC. In: Dahnke GL.
Essay on Reflection of Clinical Observation Experience | Bartleby
In Part 2 of their nurse, the participants responded to a set of 12 essays. Simulation is another teaching method that expands on the traditional role. The included articles covered four topics: role-playing in learning helping skills, a role-play-based approach to teach clinical communication, role-play activities concerning auditory hallucinations, and the use of role-play to teach psychiatric interviews.
These categories included: 1 Sharing an reflection as the point of departure, 2 Sharing through essays, and 3 Challenges in applying the CADL. In this play, studies exploring rubric for an analytical essay role students in both the play of the therapist and the reflection were included.