Evaluating the Use of Role-Playing Scenarios on Mood Change and Empathy in Undergraduate Psychiatric Nursing Students

AUTHORS

Maryam Maddineshat 1 , * , Hossein Lashkardoost 2 , Mahbubeh Tabatabaeichehr 3

1 M.Sc. in Nursing Education, Instructor, Department of Nursing, School of Nursing and Midwifery, Research Center for Addiction and Behavioral Sciences, North Khorasan University of Medical Sciences, Bojnurd, Iran, Iran

2 M.Sc. in Epidemiology, Instructor, Department of Epidemiology, School of Public Health, Research Center for Addiction and Behavioral Sciences, North Khorasan University of Medical Sciences, Bojnurd, Iran, Iran

3 M.S.c in Obstrict Education, Instructor, Department of Midwifery, School of Nursing and Midwifery, North Khorasan University of Medical Sciences, Bojnurd, Iran, Iran

How to Cite: Maddineshat M, Lashkardoost H , Tabatabaeichehr M . Evaluating the Use of Role-Playing Scenarios on Mood Change and Empathy in Undergraduate Psychiatric Nursing Students, Strides Dev Med Educ. 2013 ; 10(4):e60613.

ARTICLE INFORMATION

Strides in Development of Medical Education: 10 (4); e60613
Published Online: December 31, 2013
Article Type: Research Article
Received: August 21, 2017
Accepted: September 30, 2013

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Abstract

Background & Objective: The time nursing students have their first interviews with patients who have psychiatric problems they may not be aware of how to communicate with them; because stereotypes and stigma are associated with individuals who have psychiatric diagnosis. The aim of this educational project was to develop and evaluate the use of role-playing scenarios on mood change and empathy in undergraduate psychiatric nursing students.

Methods: This semi-experimental study was conducted with 18 undergraduate nursing students during one course of nursing training; and data were collected through Jefferson Scale of Physician Empathy (JSPE) questionnaire and Profile of Mood States (POMS) before and after 9 nurse-patient roles for such communication trainings.

Results: Significant differences in mood and empathy of undergraduate nursing students were not found in pre- and post-role playing phases.

Conclusion: Significantly lower change mood and empathy with role-playing may reflect fear, confusion-bewilderment and concerns. Suggestions are offered as role-playing scenarios performed with more sessions, larger samples and use of other teaching methods such as educational video.

Keywords

Role-playing Empathy Mood Undergraduate nursing students

© 2013, Medical Education Development Center. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.

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