The use of drama within midwifery education to facilitate the understanding of professional behaviour and values

Lawrence, Joan M.; Wier, Jacqueline

doi:10.1016/j.midw.2018.01.005

Cited by 8 publications

(6 citation statements)

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“…Through drama, a writer can maintain the circulation of the development of language ideology (Robertson, 2019). Practising acting in a drama can help make for positive behaviour in certain professions (Lawrence & Wier, 2018). Playing in a drama is not much different from playing music because it can increase the activity of the hypothalamus, brainstem, and anterior cerebellum when imagining scriptbased scenes (Li et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Increasing youth awareness of local culture through active learning

Rosa

Olivia

Gayatri

et al. 2021

CJES

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This study aims to determine the influence of practice-based active learning on students' interest and response in learning local culture in drama classes. The research was conducted at public universities in Indonesia using two active learning strategies. Qualitative methods using participatory techniques, interviews, and observations were carried out in collecting data for this study. The sample of this research is fifty drama class students. The analysis of data was done after the drama classes ended, which was marked by the process of assessing student learning outcomes through stage performances. This study showed a statistically significant increase in students' interest and response to learning local culture through collaborative learning methods and role-play in drama classroom learning. This study recommends adopting an active learning strategy in teaching local cultural materials to students. Further research is recommended on designing different active learning strategies with other variables and in different locations. Keywords: Scriptwriting; classroom drama teaching; teaching local culture; active learning.

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Section: Discussionmentioning

confidence: 99%

Increasing youth awareness of local culture through active learning

Rosa

Olivia

Gayatri

et al. 2021

CJES

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“…With regard to maternal health, theatre and role play have been used as part of midwifery training, to challenge midwifery students to explore the perspectives of patients and reflect on the care they provide to mothers in the UK 23 24. In such studies, midwifery students were supportive of the idea of collaborative projects and felt that the move away from a didactic approach to learning and teaching towards a more experiential model of teaching, enabled a more in-depth reflection on the importance of professional standards and behaviour when providing care to pregnant women 23 24. However, the theatre-based interventions used in these studies have not been evaluated to demonstrate the impact on the midwifery student’s overall learning.…”

Section: Discussionmentioning

confidence: 99%

B!RTH: a mixed-methods survey of audience members’ reflections of a global women’s health arts and science programme in England, Ireland, Scotland and Switzerland

et al. 2019

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ObjectivePublic engagement and science communication are growing as an important forum in the design and dissemination of research. The B!RTH programme is a partnership that uses theatre in combination with scientific expert panel discussions to raise awareness about the global inequality in women’s health and access to healthcare. As part of this project, we assessed the views and experiences of audiences participating in B!RTH events.DesignWe conducted a multi-site mixed-methods survey using paper-based questionnaires.SettingsData were collected at four B!RTH theatre and science events: Dublin (Ireland), Edinburgh (Scotland), Geneva (Switzerland) and Liverpool (England) after the performance of four plays and three expert panel discussions.ParticipantsAll audience members.MethodsDescriptive analysis was conducted for the responses to the closed-ended survey questions, and thematic analysis was used for written free text provided.ResultsThe estimated response rate was 42%; 363 members of the audiences responded. Most respondents had been emotionally moved by the performances (92.8%) and felt challenged and provoked (80.7%). Many respondents (73.6%) agreed that their eyes had been opened by new ideas. Five themes emerged from the free-text analysis: (1) an expression of thanks and positive feedback on the content and performance of the plays, (2) the benefit of and innovative use of art and science, (3) personal feelings in response to the plays and panel discussions, (4) the need for action and (5) suggestions for use of the plays and panel discussions in schools and universities to ‘bring to life the human story behind the statistics’.ConclusionsThe B!RTH programme highlights how art and science can be used in partnership and is an effective tool to engage the public, to deliver key messages and to raise awareness about inequalities in global maternal and reproductive healthcare issues.

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“…As a result of a study evaluating the impact of creative drama method on the adoption of professional values for midwifery students, it was found that creative drama facilitates students to learn professional values. Furthermore, in addition to the development of professional values, the study set out that the knowledge experienced by living affects positively the communication with pregnant women during the practices 27 . There are various practice examples in the literature that can improve empathic skills for midwives 28 and nurse students 29 .…”

Section: Figure 1 Self-esteem Levels Of Students As Per the Rosenberg Self-esteem Scale Pre And Post Creative Drama Educationmentioning

confidence: 99%

“…Creative drama is a method that contributes significantly to the evolvement of one's self-esteem. Creative drama helps individuals increase their self-esteem by knowing themselves in their professional and social lives, recognizing their competencies, developing a sense of appreciation or approval 27 . A study conducted to evaluate the effects of creative drama course on child development department students' (n=87) self-esteem established that the scores of self-perception showed a statistically significant difference and that creative drama education enabled the increase of self-perception 22 .…”

Section: Figure 1 Self-esteem Levels Of Students As Per the Rosenberg Self-esteem Scale Pre And Post Creative Drama Educationmentioning

confidence: 99%

The impact of communication education provided with creative drama method on midwifery undergraduate

Uçtu

Karahan

2021

Eur J Midwifery

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INTRODUCTION This study was carried out to evaluate the impact of communication education provided by using creative drama method on the communication skills, selfesteem, and organizational conflict resolution skills of midwifery undergraduates. METHODS The research was conducted as a semi-experimental 'controlled pretestposttest' method. The study was carried out with freshmen studying midwifery at a public university in Western Turkey (n=52) between 30 September and 30 December 2017. Data were collected by means of the Communication Skills Inventory, Rosenberg Self-Esteem Scale, and Rahim Organizational Conflict Inventory-II. Throughout the research process, a 12-week lesson plan covering the stages of the creative drama method was applied. During the collection of the data, the scales were applied to the group as pretest, posttest while dependent t-test was applied for analyzing purposes. RESULTS Communication Skills Inventory behavioral communication skills created a significant difference between Rosenberg Self-Esteem Scale self-esteem subscale scores (p>0.05). No significant difference was detected among the Rahim Organizational Conflict Inventory sub-dimension mean scores (p>0.05). CONCLUSIONS Findings obtained from the research reveal that the creative drama method effectively develops communication skills, self-esteem, and conflict resolution skills for midwifery undergraduates.

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The use of drama within midwifery education to facilitate the understanding of professional behaviour and values

Abstract: the students felt that the move away from a didactic approach to learning and teaching towards a more experiential model of teaching, enabled a more in depth reflection on the importance of professional standards and behaviour when providing care to pregnant women.

Cited by 8 publications

References 8 publications

Increasing youth awareness of local culture through active learning

Increasing youth awareness of local culture through active learning

B!RTH: a mixed-methods survey of audience members’ reflections of a global women’s health arts and science programme in England, Ireland, Scotland and Switzerland

The impact of communication education provided with creative drama method on midwifery undergraduate

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