Role-playing: teaching strategy that encourages reflections on nursing care

Abstract

Objective: Describe the reflections of nursing students on nursing care through the use of role-playing. Method: Qualitative research with descriptive-exploratory approach and documentary base. The data were collected from portfolios of 32 students from an undergraduate course in the Southern Brazil. The analysis of the data followed the steps of sorting, classification in structures of relevance, synthesis and interpretation. Results: Two empirical categories were obtained: (1) Feelings in the act of taking care and receiving care and (2) Reversing roles: benefits to the nurse in the act of caring. Final considerations: The use of role-playing as a strategy for teaching the theme of care to undergraduate students encouraged reflections about the skills and abilities necessary for the act of taking care and favored the students' self-perception as nurses, appropriating the essence of their future profession: care.

Comunicação de más notícias: um olhar da psicologia

“…Role-Play é uma das estratégias educativas baseada em simulação apontadas na literatura, esta requer um planejamento para a interpretação da cena, bem como a realização de exercício avaliativo durante o processo de desenvolvimento (Garcia & Rabelo, 2015). Para realização do role-play, os participantes atuam em papéis designados para interpretar a situação real, e após a atuação da cena é realizado o debriefing, reflexão crítica sobre a experiência que foi realizada (Sebold, Boell, Fermo, Girondi, & Santos, 2018).…”

Planning and development of empathic educational pedagogical practice in the process of death and dying: A pilot test

“…In the scenario of active methodologies, it is necessary to add pedagogical strategies that can instigate students to actively search for learning and bring theory closer to real care situations. [31][32][33] Another important factor in understanding this process presented by the study involves reflection on the perception of the need for help and delicacy in the care actions of future health professionals towards human beings shaken and impacted by death through empathy. This is because sensitivity itself consolidates the perception of the other's suffering and pain through the ability of empathy and active listening from the inner silence, where we are able to capture and absorb what the other expresses to us even when they say nothing.…”

Therapeutic communication skills in palliative care nursing education: an exploratory study using a role-playing tool

“…The educator has the role of transferring knowledge. The student has a submissive posture in which the content is acquired without reflection and/or critical understanding (Sebold et al, 2018). Active methodologies seek to empower students so that they can manage their training process.…”

“…Among the active pedagogical strategies, role-playing is configured as a relevant teaching method for educational and recreational purposes. A facilitator elaborates a fictitious situation in which students assume other individuals' social role and experience clinical problems that they experience (Sebold et al, 2018). They make it possible to awaken the critical-reflexive look and train skills that make them capable of transforming reality in the professional future (Nemec, Brower & Allert, 2020).…”

“…Role-playing can be used as a low-fidelity clinical simulation of the standardized or simulated patients [people acting in prescribed roles] type, as long as it follows clinical simulation principles (Negri et al, 2017). In this situation, "the experience and learning occur through other individuals, students, or actors taught/instructed by the facilitator to consistently portray the patient according to the intended reality" (Sebold et al, 2018(Sebold et al, , p.2707. Studies that used role-playing as a learning strategy emphasize its importance for self-knowledge, the humanization of care, the improvement of communication and other social interaction skills, as well as the articulation from theory to real care situations (Smith et al, 2018;Yu & Kang, 2017).…”