Learning Objective 1: 1. Discuss the benefits of interdisciplinary innovative teaching-learning using improvisational style of role play
Learning Objective 2: 2. Describe criteria and barriers for the development of interdisciplinary teaching-learning activities
Methods: Three waves of data were collected. Using a Likert scale students ranked their confidence and level of self-awareness in approaching a patient pre and post the student role play experience, and after their first interview with a real client. Faculty collected detailed field notes during the debriefing session following the role play activity without indicating the identity of the speaker. Multiple sources of data support triangulation as a process to promote convergence of findings and enhanced trustworthiness. Member checks were used to achieve internal validity. Advanced level theater students created the persona of clients seeking health care. Sophomore nursing students conducted one to one interviews with the mock client (theater student).
Results: Both the nursing and theater students benefited exponentially as a result of their participation. . Frequency statistical analysis demonstrates a significant correlation with nursing students experiencing increased level of confidence and self awareness. Of the nursing students 87% reported significant increase in self confidence and self awareness. Qualitative data themes emerged: students acknowledged more awareness of their body language during the interview, the challenge to continue the flow of the interview adapting their questions to the clients’ responses, and learning how to respond to unexpected responses.
Conclusion: Students engaging in improvisational role play enhance multiple skills in communication, problem solving, and clinical reasoning. This study contributes to the knowledge of experiential learning in nursing education and nursing students’ development of clinical reasoning skills.
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