College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, MB R3T 2N2, Canada.
Faculty of Education, University of Manitoba, Winnipeg, MB R3T 2N2, Canada.
Nurse Educ Today. 2021 Aug;103:104940. doi: 10.1016/j.nedt.2021.104940. Epub 2021 Apr 26.
Concepts such as racism, oppression and social justice are critical curricular inclusions in nursing education. However, traditional approaches to nursing education often fail to produce the desired reflection and change amongst students. There is an urgent need to develop nursing educators that can step outside the rigidity of the curricular status quo and engage students with pedagogies that support critical reflection, analysis and action. Participatory, experiential and interactive theatrical methods rooted in critical pedagogy, such as Theatre of the Oppressed (TO) and Forum Theatre (FT) may prove more effective at engendering reflection, analysis and action.
The study explores health care providers' (including nurses, nurse educators and allied health professionals) and nursing students' experiences, reflections and usefulness of TO and FT as nursing pedagogies.
Influenced by Freire's Pedagogy of the Oppressed and Boal's Theatre of the Oppressed, this study was conducted on a Western Canadian university campus. Two groups participated: one that included health care providers (HCP) (n = 8) and the second that included an audience of nursing educators and students (n = 7). HCPs participated in a two-day TO workshop, while nursing students participated as audience members in the FT performance. The data were drawn from sharing circles and group discussions and were analyzed using thematic analysis.
The findings from HCPs revealed that TO represents an opportunity for reflection and growth; strengthening relationships; and practicing vulnerability. Given that students only participated as audience members, they described practical applications for using TO and FT as pedagogies in nursing education including in simulation and in theory-based courses.
This study demonstrates that TO and FT can play an important role in supporting HCPs' development as critical educators through embodied and reflective practice and that nursing students endorse the application of TO and FT in a broad range of learning contexts.
种族主义、压迫和社会正义等概念是护理教育中至关重要的课程内容。然而，传统的护理教育方法往往未能在学生中产生预期的反思和改变。迫切需要培养能够超越课程现状僵化的护理教育者，使学生能够接受支持批判性反思、分析和行动的教学法。以批判教育学为基础的参与式、体验式和互动式戏剧方法，如被压迫者剧场（TO）和论坛剧场（FT），可能更有效地激发反思、分析和行动。
本研究探讨了医疗保健提供者（包括护士、护理教育者和相关健康专业人员）和护理学生对 TO 和 FT 作为护理教学法的经验、反思和实用性。
受弗莱雷的《被压迫者教育学》和博尔的《被压迫者剧场》的影响，本研究在加拿大西部一所大学校园进行。有两个小组参与：一个小组包括医疗保健提供者（HCP）（n=8），另一个小组包括护理教育者和学生的观众（n=7）。HCP 参加了为期两天的 TO 工作坊，而护理学生则作为观众参加了 FT 表演。数据来自分享圈和小组讨论，并使用主题分析进行分析。
HCP 的调查结果表明，TO 代表了反思和成长的机会；加强了人际关系；并实践了脆弱性。由于学生仅作为观众参与，他们描述了在护理教育中使用 TO 和 FT 作为教学法的实际应用，包括在模拟和理论课程中。
本研究表明，TO 和 FT 可以通过体现和反思性实践在支持 HCP 发展为批判性教育者方面发挥重要作用，并且护理学生支持将 TO 和 FT 应用于广泛的学习环境中。
