Interdisciplinary Role-Play: Innovative Strategy to Enhance Student Confidence and Knowledge to Conduct First Health Interview

2.50
Hdl Handle:
http://hdl.handle.net/10755/154990
Type:
Presentation
Title:
Interdisciplinary Role-Play: Innovative Strategy to Enhance Student Confidence and Knowledge to Conduct First Health Interview
Abstract:
Interdisciplinary Role-Play: Innovative Strategy to Enhance Student Confidence and Knowledge to Conduct First Health Interview
Conference Sponsor:Sigma Theta Tau International
Conference Year:2010
Author:Bashford, Carol Ann, RN, MS
P.I. Institution Name:Miami University
Title:Associate Professor
Co-Authors:Susan Denise Reams, RN, MSN, NP-C
21st INRC [Research Presentation] Purpose: This presentation will review a mixed method research study of an innovative learning activity developed on the principles of student engagement. Methods: Three waves of data were collected.ÿ Using a Likert scale students ranked their confidence and level of self-awareness in approaching a patient pre and post the student role play experience, and after their first interview with a real client.ÿ Faculty collected detailed field notes during the debriefing session following the role play activity without indicating the identity of the speaker. Multiple sources of data support triangulation as a process to promote convergence of findings and enhanced trustworthiness.ÿ Member checks were used to achieve internal validity. ÿAdvanced level theater students created the persona of clients seeking health care.ÿ Sophomore nursing students conducted one to one interviews with the mock client (theater student).ÿ Results: Both the nursing and theater students benefited exponentially as a result of their participation. Frequency statistical analysis demonstrates a significant correlation with nursing students experiencing increased level of confidence and self awareness.ÿ Of the nursing students 87% reported significant increase in self confidence and self awareness.ÿ Qualitative data themes emerged:ÿ students acknowledged more awareness of their body language during the interview, the challenge to continue the flow of the interview adapting their questions to the clients' responses, and learning how to respond to unexpected responses. Conclusion: Students engaging in improvisational role play enhance multiple skills in communication, problem solving, and clinical reasoning. This study contributes to the knowledge of experiential learning in nursing education and nursing students' development of clinical reasoning skills.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleInterdisciplinary Role-Play: Innovative Strategy to Enhance Student Confidence and Knowledge to Conduct First Health Interviewen_GB
dc.identifier.urihttp://hdl.handle.net/10755/154990-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Interdisciplinary Role-Play: Innovative Strategy to Enhance Student Confidence and Knowledge to Conduct First Health Interview</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Bashford, Carol Ann, RN, MS</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Miami University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">bashfoc@muohio.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Susan Denise Reams, RN, MSN, NP-C</td></tr><tr><td colspan="2" class="item-abstract">21st INRC [Research Presentation] Purpose: This presentation will review a mixed method research study of an innovative learning activity developed on the principles of student engagement. Methods: Three waves of data were collected.&yuml; Using a Likert scale students ranked their confidence and level of self-awareness in approaching a patient pre and post the student role play experience, and after their first interview with a real client.&yuml; Faculty collected detailed field notes during the debriefing session following the role play activity without indicating the identity of the speaker. Multiple sources of data support triangulation as a process to promote convergence of findings and enhanced trustworthiness.&yuml; Member checks were used to achieve internal validity. &yuml;Advanced level theater students created the persona of clients seeking health care.&yuml; Sophomore nursing students conducted one to one interviews with the mock client (theater student).&yuml; Results: Both the nursing and theater students benefited exponentially as a result of their participation. Frequency statistical analysis demonstrates a significant correlation with nursing students experiencing increased level of confidence and self awareness.&yuml; Of the nursing students 87% reported significant increase in self confidence and self awareness.&yuml; Qualitative data themes emerged:&yuml; students acknowledged more awareness of their body language during the interview, the challenge to continue the flow of the interview adapting their questions to the clients' responses, and learning how to respond to unexpected responses. Conclusion: Students engaging in improvisational role play enhance multiple skills in communication, problem solving, and clinical reasoning. This study contributes to the knowledge of experiential learning in nursing education and nursing students' development of clinical reasoning skills.</td></tr></table>en_GB
dc.date.available2011-10-26T13:26:38Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T13:26:38Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.