Iranian
Biomedical Journal
Volume 28, Issue 7 (Special Issue 2024)
IBJ 2024, 28(7): 325-325 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Bavali Gazik A, Amouzeshi Z, Negar Hosseini S. Impact of Implementing Role-Playing Model on Nursing Students' Patient Education Skills and Knowledge. IBJ 2024; 28 (7) :325-325
URL: http://ibj.pasteur.ac.ir/article-1-4761-en.html
URL: http://ibj.pasteur.ac.ir/article-1-4761-en.html
Abstract:
Introduction: Nursing education necessitates innovative teaching methods to foster the development of patient education skills among nursing students. The role-playing teaching model is aligned with the principles of adult learning and Bandura's experiential and social-cognitive learning theories. This study aimed to assess the effectiveness of implementing Fanny and George Shaftel's role-playing model in enhancing the patient education skills and knowledge of undergraduate nursing students.
Methods and Materials: A semi-experimental study was carried out on two groups, using pre-test and post-test methods, comprising seventh and fifth-semester nursing students at Birjand University of Medical Sciences during the first semester of 2021-2022. Based on their internship groups, the students were divided into role-playing and control groups. Before training, both groups completed a pre-test. The role-playing group underwent training based on the nine stages of the Shaftel model. Both groups completed a post-test, including a practical assessment using a standard patient to evaluate students' patient teaching skills and knowledge. Statistical tests such as Chi-square, Mann-Whitney, Wilcoxon, independent t-test, and analysis of variance were utilized for data analysis in SPSS software (version 18).
Results: The two groups exhibited homogeneity regarding baseline demographic and academic characteristics. The mean scores for patient education skills in the intervention group before and after training were 7.8 ± 4.15 and 12.1 ± 4.12, respectively, while for patient education knowledge, they were 8.8 ± 4.45 and 11.3±4.27, respectively. The test results revealed a significant increase in the mean score for patient education skills and knowledge level in the intervention group compared to the control group
(p = 0.05).
Conclusion and Discussion: The study findings suggest that implementing the Shaftel role-playing model and using standard patients can effectively enhance the patient education skills and knowledge of undergraduate nursing students. Hence, it is recommended that nursing educators incorporate the role-playing model and standard patients into their teaching practices to enhance nursing students' patient education skills and knowledge. Further research is suggested to investigate the long-term effects of this teaching method on the practical performance of nursing students in real-life clinical settings.
Methods and Materials: A semi-experimental study was carried out on two groups, using pre-test and post-test methods, comprising seventh and fifth-semester nursing students at Birjand University of Medical Sciences during the first semester of 2021-2022. Based on their internship groups, the students were divided into role-playing and control groups. Before training, both groups completed a pre-test. The role-playing group underwent training based on the nine stages of the Shaftel model. Both groups completed a post-test, including a practical assessment using a standard patient to evaluate students' patient teaching skills and knowledge. Statistical tests such as Chi-square, Mann-Whitney, Wilcoxon, independent t-test, and analysis of variance were utilized for data analysis in SPSS software (version 18).
Results: The two groups exhibited homogeneity regarding baseline demographic and academic characteristics. The mean scores for patient education skills in the intervention group before and after training were 7.8 ± 4.15 and 12.1 ± 4.12, respectively, while for patient education knowledge, they were 8.8 ± 4.45 and 11.3±4.27, respectively. The test results revealed a significant increase in the mean score for patient education skills and knowledge level in the intervention group compared to the control group
(p = 0.05).
Conclusion and Discussion: The study findings suggest that implementing the Shaftel role-playing model and using standard patients can effectively enhance the patient education skills and knowledge of undergraduate nursing students. Hence, it is recommended that nursing educators incorporate the role-playing model and standard patients into their teaching practices to enhance nursing students' patient education skills and knowledge. Further research is suggested to investigate the long-term effects of this teaching method on the practical performance of nursing students in real-life clinical settings.
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
IBJ is a member of Committee on Publication Ethics (COPE)
and follows its guidelines |
The articles of this journal are licensed under
a Creative Commons Attribution-NonDerivatives 4.0 International License. .png) |
 IBJ is owned and published by Pasteur Institute of Iran |