Saint Louis University, St. Louis, MO, USA.
J Nurs Educ. 2012 Oct;51(10):591-4. doi: 10.3928/01484834-20120820-09. Epub 2012 Aug 20.
An undergraduate course on teen sexuality incorporated a series of assignments that culminate in student-created dramatic performances. Assignments were designed to promote active learning and student reflection on teens' perspectives on sexuality and their health care experiences. After a teen population is assigned to student groups, the students conduct interviews individually or in pairs with teens who have had the relevant experience. Students transcribe the interviews verbatim and write reflective papers. After sharing interviews with their group, teams develop scripts that dramatize students' interview material. Groups perform their dramas on stage at the end of the course. Student evaluations have been uniformly positive since the course was first offered in 2009. Student feedback suggests that student-created dramas represent an untapped strategy for learning to see patients' perspectives and for imagining the habits and skills that integrate patients' perspectives with scientific content on teen health and development.
一门关于青少年性健康的本科课程包括一系列作业，这些作业的最终成果是学生创作的戏剧表演。作业旨在促进学生积极学习和反思青少年对性的看法以及他们的医疗保健体验。在将青少年群体分配给学生小组后，学生们单独或两人一组与有相关经验的青少年进行访谈。学生们逐字记录访谈内容，并撰写反思性论文。在与小组分享访谈后，团队编写剧本，将学生的访谈材料戏剧化。课程结束时，小组在舞台上表演他们的戏剧。自 2009 年首次开设该课程以来，学生的评价一直非常积极。学生反馈表明，学生创作的戏剧代表了一种未被充分利用的学习策略，可以帮助学生了解患者的观点，并想象将患者观点与青少年健康和发展的科学内容相结合的习惯和技能。
