Ulrich Deborah L, Gillespie Gordon Lee, Boesch Maura C, Bateman Kyle M, Grubb Paula L
About the Authors Deborah L. Ulrich, PhD, RN, ANEF, is interim dean, Wright State University College of Nursing and Health, Dayton, Ohio. Gordon Lee Gillespie, PhD, DNP, FAEN, FAAN, is deputy director, Occupational Health Nursing Program, University of Cincinnati College of Nursing, Cincinnati, Ohio. Maura C. Boesch, DNP, MPH, RN, is a faculty member, Wright State University College of Nursing and Health. Kyle M. Bateman, BSN, RN, CCRN, is a staff nurse, Union Memorial Hospital, Baltimore, Maryland. Paula L. Grubb, PhD, is a research psychologist, CDC-National Institute for Occupational Safety and Health, Cincinnati, Ohio. This research study was funded by Contract No. 200-2013-M-57090 from the Centers for Disease Control and Prevention-National Institute for Occupational Safety and Health (CDC-NIOSH). Its contents are solely the responsibility of the authors and do not necessarily represent the official view of the CDC-NIOSH. For more information, contact Dr. Ulrich at
Nurs Educ Perspect. 2017 Jul/Aug;38(4):203-205. doi: 10.1097/01.NEP.0000000000000144.
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.
本研究采用定性探索性设计，以评估角色扮演模拟作为一种主动学习策略的效果。角色扮演的背景是护理实践中的欺凌行为。在一次模拟之后，来自三所大学五个大学校园的333名学生完成了一份反思工作表。定性主题研究结果包括个人反应、表现出的非语言交流、参与者采取的行动以及模拟过程中欺凌行为的感知影响。角色扮演模拟是一种非常有效的教学方法，能在认知和情感领域引发学习。
