Wasylko and Stickley14 described experiences with the use of role-play in the education of psychiatric nurses. A total of 1,442 articles were excluded because they covered neither reflection in teaching mental health care or therapeutic approaches nor the use of role-play and reflection. J Mental Health Training Edu Pract. Putnams Sons. The results suggest that role-play enhances students therapeutic and communicative skills. Four articles met the inclusion criteria (see Table 3) and 38 were excluded (see Table 2). Attentive, Active Listening The studies also suggested that role-play made the students better practitioners. ` H 2 will present as a newly admitted patient. Sterstrand T. Roleplaying as pedagogical method (Rollespill som pedagogisk metode). (1952). Literature on standardized patient and classic simulation, as defined in the introduction, were excluded, as were studies investigating role-playing without focusing on reflection. Effect of simulation-based emergency cardiac arrest education on nursing students self-efficacy and critical thinking skills: Role play versus lecture. Understand concepts of therapeutic use of self in providing care (i.e., health promotion, prevention, supportive care). She was informed by her doctor that a course of radiation and chemotherapy was her best option. 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. Chichester: John Wiley & Sons, Ltd; 2007:297309. SBAR in Nursing Communication Format & Examples | What is SBAR? (RNAO). J Group Psychother Psychodrama Sociom. Even though results found that students did reflect differently after they had experienced RBL, none of the retrieved studies aimed specifically to investigate how role-play affected students reflection. Creating immediacy using verbal and nonverbal methods. It's an important competency for any nurse because it is the foundation to establish trust and respect in a nurse-patient relationship. For instance, the patient might stop being honest about medication use or side effects in future conversations. This study aim to explore the experiences of nursing final-year students on the care of the person in a palliative situation and their family using the role-playing technique. Pry kat ta usi oclbgkd, stltibikts lk` lcsa try sii gt erab fgs lkdci tflt blyoi fis flvgkd l, ricglkt ak lcmafac tfisi `lys. p65Kb 6 . Setting up the role-play Despite the value of using role-play in communication skills training, its use can be an unwelcome part of a session for many learners. We've made it as condense as possible by including only the key facts to help you refresh your memory!. Number 3099067. A narrative and meta-analytic review of helping skills training: time to revive a dormant area of inquiry. Show the patient how to administer it . 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. According to RNAOs Best Practice Guideline Person- and Family- Centred Care (2015): When optimized, health-care partnerships can improve the autonomy of individuals to make decisions related to their health care and can increase their satisfaction with care. (RNAO, 2015, p. 21). Heath; 1933. Feminist and queer phenomenology: a framework for perinatal nursing practice, research, and education for advancing lesbian health. The fact that only descriptive statistics were used reduces the quality of this research. 1. simulation provides an alternative approach, allowing a more cost effective method The most obvious suggestion for future research is to increase the number of studies. Therapeutic relationships were originally highlighted in psychiatric nursing literature (RNAO, 2010b) before being recognized as fundamental to all nursing (Orlando, 1961; Peplau, 1952; Sundeen, Stuart, Rankin, & Cohen, 1989) and focus on the value associated of developing therapeutic relationships (Brown, 2012). (2009). 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. Martin P, Kahn J. 24. New York (NY): MacMillan College Inc; 1994. That there seem to be different approaches to achieve this inspired us to do an integrative review of the literature to analyze empirical findings on the use of role-play with subsequent reflection on developing psychotherapeutic attitudes and skills. Copyright 2017 Informa PLC. Lasiuk, G., (2015) Mental Status Exam (Chapter 11). The literature search did not discover studies investigating whether practicing role-play in educational settings has consequences for clinical practice.Conclusion: Based on this current review, role-playing in supervised groups seems to promote reflection and insight not only for students in the patient and therapist roles, but also for peers observing the group sessions. Rogers CR. The student who brings the case role-plays the patient, and fellow students role-play the therapist and other members of the patients social network (Table 1). Role-play simulation is a cost-effective teaching strategy to meet learning outcomes. In overcoming students anxieties regarding interviews, it helped them become more empathic and effective in facilitating the doctorpatient relationship.24. Dr Md Anwarul Azim Majumder, Solrun Brenk Rnning,1 Stl Bjrkly1,21Faculty of Health Sciences and Social Care, Molde University College, Molde, Norway; 2Centre for Research and Education in Forensic Psychiatry, Oslo University Hospital, Oslo, NorwayBackground: 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. As mentioned before, students are likely to have conflicting experiences as they move between class and practice.1,9 This study will focus on role-play, which is one of the most established forms of simulation and has been used for decades in teaching students clinical skills.1,3,10 For almost 100 years, reflective thinking has been described as a continuous assessment of knowledge.11 Yet, there seem to be few studies that investigate methods combining reflection and role-play in teaching mental health, and whether doing so, bridges the gap between knowledge from class and practice. They were categorized according to country of origin, purpose of the study, method, participants, results and conclusion. Issues in Mental Health Nursing, 36(11), 849-859. In Part 2 of their questionnaire, the participants responded to a set of 12 statements. Lasiuk, G. (2015). The findings indicate that students seem to experience important learning and appear to be more empathic by putting themselves in the patients position. A role-play-based reflection model developed at Molde University College was briefly presented in the introduction of this article. You can learn about what data of yours we retain, how it is processed, who it is shared with and your right to have your data deleted by reading our Privacy Policy. teaching therapeutic communication skills in psychiatric nursing. 17. Because there are different therapeutic and communicative approaches, we included empirical research that investigated the teaching of therapeutic communication skills that aimed to help persons with mental health problems. (1961). The following are thought-provoking and engaging learner questions that can be used to further discussions with nursing students regarding establishing therapeutic relationships. 21. Being is believing: playing the psychiatric patient. Can we have therapeutic relationships with anybody? doi:10.4220/sykepleiens.2005.0001. Blrlsgdlk! 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. doi:10.1177/1039856214563846, 23. 26. open access to scientific and medical research. McGibbon, E.A. 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 Roles will be reversed so all students have a chance to be the nurse and patient. The results signify that for those students who replied to the survey, the role-playing was considered useful. communication, palliative care, role-play, reective practice Received 6 April 2021; Revised received 10 August 2021; accepted 19 August 2021 Introduction Communication skills in palliative care nursing, more than something that occurs naturally, is a complex achievement like other professional procedures that require intense educa- In what ways would patients notice changes in a health professional after RBLcompared to one without this experience? Philadelphia, PA: Wolters Kluwer. Refer to your textbook for a list of Therapeutic Communication techniques. This work is published and licensed by Dove Medical Press Limited. Refer to your. Dove Medical Press is part of Taylor & Francis Group, the Academic Publishing Division of Informa PLC Let's explore a few of the techniques that nurses can use to improve therapeutic communication. doi:10.1177/070674370805300203. Nurses must devise individualized interventions that mitigate fears and provide emotional support and empathy toward patients. Nurse Educ Today. (RNAO). This could have affected the results. The further analysis (Stage 3) was done in three steps based on independent assessments of inclusion by the first and second author and consensus decision in case of disagreement. J Adv Nurs. Pflkns, sabitfgkd1 Mlk yau icloarlti ak tflt sa wicc egduri aut wflt wi mlk, `a ear yau, taditfir1 _ist lssuri` tflt ivirytfgkd wi `gsmuss wgcc oi, sgkmi Gvi cilrki` loaut by pradkasgs ak by orilst mlkmir. Which boundaries never. hUkO0+#hb~;4!: -TChM&Ub$wRI"}&($e`(0I5R0&HRQdjI%8>| ;;\,$m. Hill CE, Roffmann M, Stahl J, Friedmann S, Hummel A, Wallace C. Helping skills training for undergraduates: outcomes and prediction of outcomes. Adv Health Sci Educ. The phases of a therapeutic relationship (Forchuk, 2000) include orientation, working and resolution. 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