Faculty-Led Role-Play Simulation: Going Live to Teach Patient-Centered Care to Nursing Students

Abstract

Background: Nursing education of patient-centered care (PCC) principles is recommended to improve the quality and safety of patient care. Role-playing simulations within safe classroom learning environments may increase student competence and confidence in delivering PCC. Method: This innovative strategy included course faculty brief role-play scenarios. Students received opportunities to analyze the effectiveness of the PCC portrayed, reenact the scenarios, and consider the value of the simulation in enhancing PCC knowledge and skills. Results: Following a scenario, students correctly identified ineffective PCC components, suggested alternative interactions, and demonstrated therapeutic PCC communication techniques during reenactments. During debriefing, students shared strategies for implementing PCC skills in nursing practice. In the clinical setting, faculty observed students applying PCC principles. Student course evaluations indicated role-play was an effective teaching method. Conclusions: Use of role-play simulation in prelicensure nursing education creates an engaging approach for reinforcing PCC principles, which may increase implementation of PCC in the clinical setting. [ J Nurs Educ . 2019;58(11):665–668.]

Effects of a Patient Experience–Based Virtual Reality Blended Learning Program on Nursing Students

“…[10][11][12] On the contrary, nursing students' scores on communication skills before and after the implementation of the virtual perioperative patient experience program did not show a statistically significant difference. This result differs from the results of previous studies, 14 which reported that role-play had positive effects on communication skills of nursing students. Communication is a bidirectional process of interaction in which more than two people participate; it includes verbal, nonverbal, contact, and contactless methods.…”

“…In most previous studies, scenario-based role-plays were performed to help nursing students gain more experience and a better understanding of being a patient. 14,[25][26][27] However, nursing students' experience of being a patient was limited because of the burden of acting and disturbance halting role-play immersion. 28 Thus, this study developed a method that enabled nursing students to understand patients' experience in realistic situations, as well as their conditions and needs, instead of role-play training in which nursing students simply played the role of patients.…”

“…Simulation training has been frequently adopted in nursing education and evaluated as a basic learning method to effectively increase nursing students' level of clinical knowledge, [9][10][11] confidence in nursing care, [10][11][12] and communication skills. 13 Thus, it examined its positive effects in terms of nursing students' levels of empathy and their attitudes toward patients 14 and whether VR blended learning can positively influence the provision of patient-centered care in addition to the educational effect of simulation training.…”

Listening to patients' voices: Applying the design‐thinking method for teaching person‐centered care to nursing students

“…Hence, this study expects this teaching method is suitable for fostering Regarding training methods, the design-thinking method is assumed less costly than web-based videos and digital storytelling 25 and video-based teaching, 27 and it also provides a more-realistic clinical experience than faculty-led role-play simulations, 29 traditional teaching methods, 26 web-based videos, 25 and video-based teaching. 27 However, using design-thinking reduces the opportunities for repeated learning, and so this study suggests that further studies should consider integrating design-thinking and the web-basedvideos method when training nursing students about PCC.…”

“…In the past decade, these programs were mostly conducted in countries such as Australia, 24 Canada, 25 Sweden, 21 the United Kingdom, 26 and the United States. [27][28][29][30] The methods used for teaching have varied among the studies, including using web-based videos and digital storytelling, 25 video-based teaching, 27 clinical assessment tools, 28 faculty-led roleplay simulations, 29 workshops, 24 problem-based learning, and traditional teaching strategies. 26 Among the numerous teaching methods, design-thinking has received increasing attention from both scholars and practitioners in multiple disciplines as a creative and innovative approach for responding to complex problems; it identifies the needs of the user and provides solutions to respond to these needs.…”