J Nurs Educ. 2019 Nov 1;58(11):653-656. doi: 10.3928/01484834-20191021-07.
As part of a global health professional development class, the authors designed an educational activity for nursing students to write and perform 5-minute monologues based on interviews with individuals involved in global health. The goals of this educational activity included developing empathy, teaching qualitative research methods, and strengthening writing and presentation skills while encouraging students to engage with global health practitioners and real-world global health recipients.
Groups of four to five students used information from interviews with key informants working or receiving care in the global health context to develop monologues with the assistance of theatre professionals. Students presented the monologues at the end of the semester.
Student self-report and feedback from key informants indicated success in fulfilling the learning objectives.
The innovative use of a monologue-based theatre component in an academic course increased empathy in undergraduate nursing students. [J Nurs Educ. 2019;58(11):653-656.].
作为全球卫生专业发展课程的一部分，作者们为护理专业的学生设计了一项教育活动，让他们根据对参与全球卫生工作的个人的采访撰写并表演 5 分钟独白。该教育活动的目标包括培养同理心、教授定性研究方法、加强写作和演讲技巧，同时鼓励学生与全球卫生从业人员和真实的全球卫生服务接受者接触。
4 到 5 名学生一组，在戏剧专业人士的协助下，利用在全球卫生背景下对关键知情者进行采访的信息来编写独白。学生们在学期末进行了独白表演。
学生的自我报告和关键知情者的反馈表明，该活动成功地实现了学习目标。
在学术课程中创新性地使用基于独白的戏剧部分，提高了本科护理学生的同理心。
