Development and effects of a high-risk pregnancy emotive role-play program for nursing students: a quasi-experimental study

Lee, Bo Gyeong; Kim, Sun‐Hee

doi:10.4069/kjwhn.2022.12.06

Cited by 4 publications

(1 citation statement)

References 46 publications

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“…Role play merupakan strategi pembelajaran pengalaman dimana pelajar yang secara aktif berpartisipasi dalam skenario untuk memahami hasil belajar yang diinginkan dan menerima umpan balik. Role play dianggap sebagai strategi yang berguna untuk meningkatkan keterampilan komunikasi dan kinerja klinis pelayanan kesehatan (Lee & Kim, 2022). Pengajaran yang realistis dan efektif dilakukan dengan Role play yang bertujuan untuk mempersiapkan praktik.…”

Section: Pembahasanunclassified

Strategi Implementasi Diagnosis, Intervensi dan Luaran Keperawatan Indonesia terhadap Perawat

Jeanifer,

Mediawati,

Somantri

2023

JOTING

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This study explores strategies for implementing Indonesian nursing diagnoses, interventions, and outcomes for hospital nurses. This research method uses a scoping review approach. The research results found 12 articles that describe seven main components of strategies for implementing standard diagnosis, intervention, and outcomes of Indonesian nursing, namely educational programs, case study discussions, assistance using instruments, observation, innovation, role play, and demonstration. Conclusion The strategy for implementing training, case study discussions, and service using devices, words, innovation, role play, and demonstrations can increase nurses' knowledge and skills in nursing practice and patient safety using Indonesian hospital nursing standards. Keywords: Indonesia, Nurses, SDKI SLKI SIKI, Standardization

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Section: Pembahasanunclassified

Strategi Implementasi Diagnosis, Intervensi dan Luaran Keperawatan Indonesia terhadap Perawat

Jeanifer,

Mediawati,

Somantri

2023

JOTING

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Pedagogical strategies to improve emotional competencies in nursing students: A systematic review

Napolitano,

Calzolari,

Di Pietro

et al. 2024

Nurse Education Today

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Video feedback combined with peer role-playing: a method to improve the teaching effect of medical undergraduates

Wang,

Liu

et al. 2024

BMC Med Educ

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Objective The purpose of this study was to investigate the effectiveness of implementation of video feedback combined with peer role-playing (PRP) teaching method in medical undergraduates adopting problem-based learning (PBL) teaching mode. Methods The undergraduates of five-year clinical medicine who get enrollment of Wuhan local University from 2016 and 2018 were selected to be the research objects. The same grade level is randomly divided into several groups to carry out PBL, with 6–10 students in each group. Following the principle of voluntary participation, 34 students were enrolled in the study group and 33 students in the control group finally. The research regards group as the unit, and study report in group should be carried out to fulfill the research. In the study group, the students were asked to perform PRP report, and the report videos were used for feedback. At the same time, the control group reported by PPT, and the feedback was carried out according to the PPT. At the end of the study, the “Competency Improvement Satisfaction Questionnaire (CISQ)” was distributed to investigate students’ satisfaction with this teaching method to improve their ability, Arizona Clinical Interview Score (ACIR) was administered in Chinese by a trained teacher unrelated using PRP method to assess students’ clinical inquiry ability and communication skills, and theory test was performed to assess mastery of theoretical knowledge. Results The results show that the study group is superior to the control group in improving the interest of learning and the ability of independent learning, interpersonal communication and active problem solving. Although it is in terms of the confidence in becoming a real doctor and the ability of teamwork, language expression, clinical thinking cultivated, active knowledge acquired and understood that study group are better than the control group, the difference was not statistically significant. ACIR shows that the study group is significantly better than the control group in organization, timeline planning, and transition statements, openly questioning, smooth progress, and avoiding repetition, summarizing, understandable language, documentation and total score. There is no significant difference in eye contact and no interruption. The differences between the two groups are not statistically significant in terms of responsing to concerns, positive feedback, and additional questions. The theoretical test scores of the study group are significantly higher than those of the control group. Conclusion Video feedback combined with peer role-playing teaching method implemented in medical undergraduates adopting PBL teaching mode is effective, it could stimulate interest in learning actively, improve interpersonal communication ability, improve learning efficiency and clinical knowledge and skills, and improve the confidence of becoming a real doctor. It is worthy of further research and promotion.

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Development and effects of a high-risk pregnancy emotive role-play program for nursing students: a quasi-experimental study

Cited by 4 publications

References 46 publications

Strategi Implementasi Diagnosis, Intervensi dan Luaran Keperawatan Indonesia terhadap Perawat

Strategi Implementasi Diagnosis, Intervensi dan Luaran Keperawatan Indonesia terhadap Perawat

Pedagogical strategies to improve emotional competencies in nursing students: A systematic review

Video feedback combined with peer role-playing: a method to improve the teaching effect of medical undergraduates

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