Reflective Responses Following a Role Play Simulation of Nurse Bullying

Details

• Alternative Title:
  Nurs Educ Perspect
• Personal Author:
  Ulrich, Deborah L. ; Gillespie, Gordon Lee ; Boesch, Maura C. ; Bateman, Kyle M. ; Grubb, Paula L.
• Description:
  A qualitative exploratory design was used for this study to evaluate role-play simulation as an active learning strategy. The context for the role-play was bullying in nursing practice. Following a simulation, 333 students from five college campuses of three universities completed a reflection worksheet. Qualitative thematic findings were personal responses, nonverbal communications exhibited, actions taken by participants, and the perceived impact of bullying during the simulation. Role-play simulation was a highly effective pedagogy, eliciting learning at both the cognitive and affective domains.
• Subjects:
  Active Learning Aggression Article Bullying Humans Nonverbal Communication Nursing Schools Problem-Based Learning Students Students, Nursing Violence

  More +
• Source:
  Nurs Educ Perspect. 38(4):203-205
• Pubmed ID:
  28628071
• Pubmed Central ID:
  PMC5583643
• Document Type:
  Journal Article
• Funding:
  CC999999/Intramural CDC HHS/United States
• Volume:
  38
• Issue:
  4
• Collection(s):
  CDC Public Access
• Main Document Checksum:
  urn:sha256:26120e1a8f44cb2bd4b44e638ae75943b62ce7d19e52dba312183530d83d5152
• Download URL:
  https://stacks.cdc.gov/view/cdc/48012/cdc_48012_DS1.pdf
• File Type:
  [PDF - 65.98 KB ]