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PubMedDate not supplied

A strategy for introducing diagnostic reasoning: hypothesis testing using a simulation approach.

The ability to generate a number of hypotheses, so all possibilities in a situation are recognized, is a vital component in arriving at a correct nursing diagnosis. Students need learning experiences in this aspect of the diagnostic reasoning process. The authors discuss the four phase simulation method of teaching, which provides a useful model for developing beginning skills in hypothesis generation.

Clinical Competence↗
PubMed1976

Improving student understanding and management of patients through role-playing and video taping.

A teaching program that uses video tape and simulated patients assists the student in developing skills necessary for good professional relationships with patients and augments the student's ability in patient inverviewing and effective interview behavior. Role-playing by selected drama students and community theatre actors involves common problems encountered in the optometrist's office and management of problem patients (angry, aggressive, shy, withdrawn, talkative, flirt, hypocondriac, etc.).

Humans↗
PubMed1990

Role-playing as a method in nursing research.

This report describes a way in which role-playing can be applied in nursing research. The questions investigated were how much the memory capacity is influenced by different methods of providing information, and in what manner objective and comprehensive information about a disease with all its possible consequences is experienced by the recipient. To elucidate these questions, 48 healthy persons imagined that they had a chronic disease. The study was arranged as a 2 x 2 factorial design, the factors being group information versus individual information about the disease, and provision of the whole information at once versus division of the information into three parts separated by 15 minutes. The information was given orally and a structured interview was consequently conducted. After 1 week the subjects were telephoned and were asked to tell the investigator what they remembered about the disease. The results showed that the amount and type of information recalled was not affected by the way in which it was given. The information in itself, however, had the effect of making the subjects calmer. Several parallels between the results of the role-playing study and observations in patients demonstrate that role-playing provides useful knowledge and should be applied to a greater extent in nursing research.

Adult↗
PubMed1989

Teaching mentally handicapped adults how to use a cafeteria.

This study taught three moderately to severely mentally handicapped women skills to enable them to make use of cafeterias. While some work has been carried out in this area (e.g. Marholin et al., 1979; Van den Pol et al., 1981; Desai, 1983), it has not established whether hospital-based individuals with this level of handicap and no previous experience of cafeterias can be taught how to use them. A role-playing procedure was used during training with in vivo assessments being carried out before and after training. An in vivo generalization assessment was also conducted. Training was found to be successful with the skills taught transferring to the real life situation and subjects' improved performance, in the majority of the skill areas, generalizing to a 'new' cafeteria which had a completely different system of use.

Adult↗