Role-plays . doi:10.1111/jan.2005.52.issue-5, 20. It could be that this method of teaching is rare. RCSA. become more receptive, and less challenging. As mentioned above, an important goal in mental health education is for students to develop their ability to provide care and help people with different degrees of mental problems and disorders. In W. Austin & M. A. Boyd (Eds. open access to scientific and medical research. doi:10.1007/BF03341538. Schn D. The Reflective Practitioner. Role-play activities facilitate communication skill learning and practice by producing situations that involve self-disclosure, trust, respect, truth-telling, honesty, and reflective thinking. 2009;6(7). Top, Copyright 2023 Dove Press Ltd Moving to another research design, controlled studies with monitoring of the effect of role-play are called upon. Establishing therapeutic relationships recognizes that effective nursing care is dependent on the nurse coming to know his or her client and engaging in a relationship that supports recovery. Lasiuk, G. (2015). While therapeutic communication between nurses, patients, and peers can build solid relationships and positively impact patient outcomes, there are also consequences of poor . 148164). Refer to your. 90 0 obj <>stream The assessment process. doi:10.1108/JMHTEP-07-2015-0031. Therapeutic-Communication Role-Play Script Original Title: Therapeutic-Communication_Role-Play_Script Uploaded by Patricia Marie Marasigan Copyright: All Rights Reserved Flag for inappropriate content of 4 Scenario: A woman of 40 has breast cancer which has spread to her ribs and back. Nursings silence on Lesbian, gay, bisexual, and transgender issues: The need for emancipatory efforts. Mental health care education that incorporates role-playing should give students the opportunity to experience and understand a patient by testing the patient role. These simulation techniques share important similarities, but there are also major differences. (RNAO). All rights reserved. The method was successful in decreasing students anxiety, enabling them better to understand concepts and skills and enhancing identification with the client.10,12 Martin and Kahn13 also described a method whereby the students role-played patients and doctors during simulated medical interviews. Reflection helps a professional to become more self-regulated, conscious and self-critical.17 Schn18 defined clinical reflection related to action as reflection-in-action, whereby students reflect on their own experiences during clinical practice and then, after the clinical experience, reflect on the actions they took, critically examining what they did and learned, or what worked and what did not work. How are you today? Recent health-care restructuring resulted in removal of organizational policies and supports that encourage the manifestation of therapeutic relationships (RNAO, 2010b). (2006). Based on the positive experiences at Molde University College and the scarcity of publications on this approach, we conducted an integrative review of the literature with the following research questions: An integrative review was chosen because we wanted to scrutinize the literature for findings from both qualitative and quantitative research. Practitioners must effectively relay information and instructions to other members of the staff. The results also indicated that RBLis unique and flexible and could be used in other disciplines as well. Systematic searches of literature were done in Ovid (Medline, PsycInfo), Cinahl, Cochrane, ScienceDirect, Swemed, Norart, Proquest and Google Scholar with the following keywords, in different combinations (see Figure 1): mental health, mental health nursing, psychiatry, student, teaching, training, education, supervision, guidance, reflection, reflection group, role-play, drama, meaning, outcome, effect, percept, experience, learning, therapeutic skills, helping skills, psychotherapy, and therapy. Dewey11 promoted the concept of reflective thinking in the first half of the 20th century and described it as an active, continuous and careful assessment of any belief or form of knowledge in the light of the justification and conclusion that supports the belief or knowledge.17 Mann, Gordon and MacLeod17 emphasized that models for reflection include critical reflection on experiences and practices that show the need for more learning. Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Another limitation could be that only one researcher reviewed the titles and abstracts, so that important findings could have been missed at that stage. 14. First, studies investigating reflection were sorted into one group (n=3) and the use of role-play in teaching therapeutic skills in mental health care (n=12) in another. Therapeutic communication (TC) is a process where communication techniques are being used to promote the wellbeing of a patient in a nursing care profession. Volume 2019:10 Pages 415425, Editor who approved publication: Nursing students perceptions of a hearing voices simulation and roleplay: preparation for mental health clinical practice. on a clinical unit at any given time. The following are teaching and learning activities that can be employed in the classroom to further support nurses in the integration of theory, principles and best practices related to therapeutic relationships. The most obvious suggestion for future research is to increase the number of studies. (2009). The students received scenarios for the patient, relative or corresponding health professional a week ahead of the session. Attentive, Active Listening According to two of the studies, it looks like role-play has the potential to enhance students therapeutic and communicative skills, eg, Guttormsen et al; King et al.21,22 Students seem to experience important learning by putting themselves in the patients position and, by that, discovering their own reactions to the situation.21,23 In addition, students appear to become more empathic and better at understanding their own and their patients feelings through the use of role-play.22,24 Experiences from role-play seem to increase students reflections on their own practice and those reflections naturally affect how they approach others.2124 So, how would role-play and subsequent reflection affect students clinical practice? Role-play simulation is a cost-effective teaching strategy to meet learning outcomes. Students bring anonymized case descriptions of patients from their daily work in mental health care to their reflection group and practice psychotherapeutic communication approaches by the use of clinical role-play, clinical reflection and supervision. Establishing therapeutic relationships recognizes that effective nursing care is dependent on the nurse coming to know his or her client and engaging in a relationship that supports recovery. 11. Can J Psychiatry. They then conducted a quantitative study whereby a survey was designed and distributed to students who had participated in role-playing exercises. G lb lcsa, Wis suri! Third-year medical students in their clinical psychiatry rotation at an inpatient unit met with the wards physician once a week for supervision and instruction. (RNAO). The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution - Non Commercial (unported, v3.0) License. The literature search in this review did not provide any research on models like the clinical supervision model at Molde University College. Begin goal setting with the. Open access peer-reviewed scientific and medical journals. In order to provide our website visitors and registered users with a service tailored to their individual preferences we use cookies to analyse visitor traffic and personalise content. Wright, D & Gros, C.P. Mann et al17 described reflection as an active approach to developing new understanding to existing knowledge. Being is believing: playing the psychiatric patient. Heath; 1933. Exploring simulation utilization and simulation evaluation practices and approaches in undergraduate nursing education. Hence, our first suggestion is to conduct descriptive research on the presence and rates of this educational approach. Kinney M, Aspinwall-Roberts E. The use of self and role play in social work education. As professional identity evolves, reflection can help integrate different forms of learning that require professional understanding and perspective, and that value the professional culture. 96 lessons. These questions can be used either to stimulate discussion, engage students in critical thinking or be tied to class assignments and/or reflection exercises. Nevertheless, there is limited research on the use of role-play in teaching therapeutic skills and few studies that investigate how role-play affects students reflections on own practice. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms. 2009;6(7).20. Improving therapeutic communication in nursing through simulation exercise . 2019 The Author(s). Therapeutic communication (TC) is a key nursing skill to improve the patient-nurse relationship. The following are thought-provoking and engaging learner questions that can be used to further discussions with nursing students regarding establishing therapeutic relationships. doi:10.1002/9780470713617.ch25, 2. Still, none of the studies reported students reflections as described by Dewey and Mann and colleagues.11,17 Despite that results showed that students reflection increased through role-playing and that students became more confident and better at communicating with patients after having experiences from this educational intervention. While many associate According to the included studies, clinical role-play facilitates helperuser equality and increases students involvement, self-efficacy, and empathic abilities in mental health practice.Keywords: review, education, nursing, role-play, reflection, therapeutic communication. The literature search provided few studies that investigated the use of clinical role-play in the development of therapeutic skills, reflection and understanding. The systematic literature search provided 42 full-text articles that were scrutinized (see Figure 2). Using students as standardized patients: Development, implementation, and evaluation of a standardized patient training program. Hill CE, Anderson T, Kline K, et al. On the other hand, collecting open-ended-questions data from 40 informants yielded a larger sample than one usually finds in qualitative interviews. The nurse wants additional information from the patient so she can more easily assess his health and situation. Therapeutic communication (TC) is a process where communication techniques are being used to promote the wellbeing of a patient in a nursing care profession. How long can you sit without saying anything? Does role-playing the patient has a positive impact on therapeutic skills and clinical reflections. One student will be the nurse and the other the patient. Caring for the whole person entails coming to know the person with respect to all componentsbiological, psychological, emotional, physical, personal, social, environmental, and spiritualand treating the person holistically rather than treating only their illness or disease (Lovering, 2012; Morgan & Yoder, 2012). At the end of this section, the educator will: A therapeutic relationship is a relationship that occurs between a client and the nurse that is goal-directed and works towards advancing the best interest and outcomes for the client (RNAO, 2006b). Let's review. Mutual trust leads to better rapport. In advance of the study, the students had reported that they were anxious and unsure about communicating with people hearing voices. How do you say Goodbye? J Psychiatr Educ. Pfiycc oi loci ta lkswir bari ae yaur, aptgaks sumf ls tlcngkd ta yaur fusolk` lk` lsngkd yaur plrikts ear, Wis, G` lpprimglti gt ge yau mauc` lrrlkdi tflt biitgkd. To update your cookie settings, please visit the, Holistic Patient Assessment in Simulated Clinical Experiences, Academic & Personal: 24 hour online access, Corporate R&D Professionals: 24 hour online access, https://doi.org/10.1016/j.ecns.2021.06.009, Utilizing Nursing Students for a Complex Role-Play Simulation, https://doi.org/10.1016/j.nepr.2017.09.007, https://doi.org/10.1016/j.nedt.2017.12.003, https://doi.org/10.3928/01484834-20160316-04, https://doi.org/10.1097/NNE.0000000000000248, https://doi.org/10.1097/NND.0000000000000620, https://doi.org/10.1016/j.ecns.2016.09.009, https://doi.org/10.1016/j.ecns.2017.05.008, https://doi.org/10.1097/01.NEP.0000000000000144, For academic or personal research use, select 'Academic and Personal', For corporate R&D use, select 'Corporate R&D Professionals'. Three of the studies investigated role-play as an approach and technique of teaching, while the last investigated the students experience with role-play as a learning activity. Let's explore a few of the techniques that nurses can use to improve therapeutic communication. Creating immediacy using verbal and nonverbal methods. Role-play prepared students for difficult situations that could arise in the clinic, and students switched from an individual- and symptom-oriented focus to one on interpersonal relationships. Advances in Nursing Science, 33(3), 206-218. 2008;53(2):8593. The students felt that the interviewer role was more difficult to portray than the patient role, but that the exercise was a good method for teaching interviews. Consensus statement for the researchers in clinical skills assessment (RCSA) on the use of standardized patients to evaluate clinical skills. doi:10.1002/j.1556-6978.1973.tb01586.x. Sykepleien. It was also desirable to find research that was as new as possible, but, because research seemed to be scarce on the subject, there were no limitations on the year of the studies. The findings indicate that students seem to experience important learning and appear to be more empathic by putting themselves in the patients position. (Nurse preparing the insulin and explains the. Table 2 Number and reason for excluded full-text articles. Some may have had a stronger position than others in the group, and this could have influenced what the students said. Background: An important goal in mental health education is for students to develop their ability to provide care and help to people with different degrees of mental problems. Ms Kapoor has masters degree in nursing education and has taught professional nursing and vocational nursing students in both private and community college set up. In Schefflers model, students were assigned roles that involved doing a subjective selection of the characteristics of a specific diagnosis and explaining and enacting the selection in role-play. 10. Design & Development - Cheeky Monkey Media, Therapeutic Relationships Teaching activities and resources, Establishing therapeutic relationships works in tandem with person-centred-care principles that reflect the belief of getting to know the whole person. J Mental Health Training Edu Pract. It is therefore even more important for nursing to place an emphasis on the importance of this best practice in mental health and addiction curricula. Below we discuss briefly some aspects of these formats with emphasis on hallmarks and differences. When is it okay to touch? They were categorized according to country of origin, purpose of the study, method, participants, results and conclusion. McGibbon, E.A. The RNAO Nursing Best Practice Guideline Establishing Therapeutic Relationships (2006) developed a Framework for Therapeutic Relationships that organizes learnings around requisite knowledge and capacities for establishing therapeutic relationships, as well as the phases of therapeutic relationships. 1. J Group Psychother Psychodrama Sociom. The use of surveys could have biased the data saturation since they did not get the chance to ask follow-up questions like an interview design would allow for. Orlandos Dynamic Nurse-Patient Relationship: Function, process and principles. To read this article in full you will need to make a payment. Have previous empirical studies evaluated similar methods of teaching? 27. 58 0 obj <> endobj Nurse: Oh at least you are now in the hospital and you can now get yourself check. will present as a newly admitted patient. Eliason, M. J., Dibble, S., DeJoseph, J. 2016;44(1):5077. The origin of the included studies was one from Norway,21 one from Australia22 and two from the USA.23,24 The studies were published between 199324 and 2016.23 Two of the studies used quantitative methods22,24 and two used qualitative methods.21,23 The number of participants varied from 3124 to 107 participants.22 Three of the four studies incorporated written surveys or questionnaires,2224 the fourth one conducted focus group interviews21 (see Table 3). 77 0 obj <>/Filter/FlateDecode/ID[<340564323F730994AF101BEA55C690A7>]/Index[58 33]/Info 57 0 R/Length 89/Prev 127480/Root 59 0 R/Size 91/Type/XRef/W[1 2 1]>>stream 16. (2010) Lets Talk About Sex: Promoting Staff Dialogue on a Mental Health Nursing Unit. Movie clips of therapeutic and non-therapeutic relationships: Hey Doc, some boys are born girls: Decker Moss at TEDxColumbus, Ivan Coyote Why we need gender-neutral bathrooms, Unconditional love -- journey with our transgender child : Christy Hegarty at TEDxBloomington Love Life, A Recovery Story. Learning how to therapeutically. New York: Putnam. Laffan (2011) defines therapeutic communication as a face-to-face interaction that focuses on improving the emotional and physical welfare of the patient. During the role-play activity students will use at least three Therapeutic Communication techniques. Which boundaries never. Registered Nurses Association of Ontario. Nurse: Im doing well today. For instance, the patient might stop being honest about medication use or side effects in future conversations. 1973;13(1):7275. A preliminary search of the literature showed that simulation techniques are highly important in clinical studies, and there were quite a few studies on the use of standardized patient and simulation.

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