Learning Through Drama in the Field of Global Nursing

Thursday, 2 August 2012: 9:10 AM

Björn-Ove Suserud, PhD, DipNed, RN
School of Health Care Science, University of Borås, Borås, Sweden
Jehad O. Halabi, RN, PhD
College of Nursing, King Saud bin Abdulaziz University for Health Sciences, National Guard Western Region, Jeddah, Saudi Arabia
Maysoon S. Abdalrahim, RN, PhD
Faculty of Nursing, Quality Affairs, Department of Clinical Nursing, The University of Jordan, Amman, Jordan
Sepideh Olausson, RN, MSc
School of Health Sciences, University of Borås and University of Jönköping, Borås, Sweden
Margret Lepp, PhD, RN
Institute of Health and Care Sciences, The Sahlgrenska Academy, University of Gothenburg, Göteborg, Sweden

Learning Objective 1: The learner will be able to learn about how Drama gives access to the life world and sharing of each other’s life world.

Learning Objective 2: The learner will be able to learn how participation in international exchange programmes enhances preparation for how cultural perspectives can be met.

In the field of nursing education, innovative teaching and learning methods, such as educational drama, that focus on learner-centered rather than teacher-centered approaches were found to be of significant interest to all exchange parties. This paper explores how nurses (nurse educators, and doctoral and masters students) from three countries experience learning through drama in the field of nursing education. In this era of internationalization, there is an urgent need to prepare nurses with global perspectives.


- to present innovative teaching and learning methods, such as educational drama, that focus on learner-centered rather than teacher-centered approaches and that provides opportunities for intercultural dialogue.

 - to invite all involved in nursing education, whose training includes a global perspective and needs to provide more opportunities for intercultural dialogue.

Methods: As qualitative study builds on the participants’ (n=14) involvement in a drama workshop and their related reflective journals, which were the subject of a quality content analysis.

Results: Two categories, Creating a learning environment and Opening doors and five subcategories emerged in the analysis of the participants’ journals. The first category consisted of two subcategories, namely the role of the drama teacher and a universal nursing language, which covered statements related to how a learning environment is created and how to communicate in the field of nursing education. The category, Opening doors, is described in three levels, on a pedagogical level, on a group level, and on a personal level.


This study has implications for nursing education and curriculum activities in nursing programs related to the preparation of nurses with a global perspective using drama as core pedagogy. Through drama, participants can access their lifeworld and share them with one another. Drama makes the experience-based knowledge visible and in addition develops knowledge about a certain topic depending on the groups’ background and contribution.

See more of: Global Nursing Education: Using the Arts to Enhance the Curriculum
See more of: Research Sessions: Oral Paper & Posters