Academy of Nursing, Department of Health and Care Professions, University of Exeter, UK.
School of Health and Social Care, Edinburgh Napier University, UK.
Nurse Educ Today. 2023 Apr;123:105743. doi: 10.1016/j.nedt.2023.105743. Epub 2023 Feb 2.
Nursing educators need to equip students to work in interprofessional teams and advocate for patients in increasingly integrated health and social care settings. Drama-based education has been used in nursing to help students understand complex concepts and practices, including communication, empathy, and patient safety. However, few studies have evaluated drama-based education to promote understanding of interprofessional care and advocacy, and none have involved student-led drama where students create dramatic performances to support learning.
To examine the effects of student-led drama on student nurses' attitudes to interprofessional working and advocacy.
Pre-test post-test educational intervention study.
Public university in Scotland.
400 undergraduate student nurses enrolled on a 15-week module focussed on health and social care integration and interprofessional working.
Students completed paper questionnaires at the start (n = 274, response rate: 80.1 %) and end (n = 175, 63.9 %) of the module. Outcome measures were the validated Attitudes Towards Healthcare Teams Scale (ATHCTS) and Protective Nursing Advocacy Scale (PNAS). Change in mean ATHCTS and PNAS scores were assessed using paired samples t-tests, with Cohen's d to estimate effect size.
ATHCTS scores significantly increased from 3.87 to 4.19 (p < 0.001, d = 0.52). PNAS scores increased from 3.58 to 3.81 (p < 0.001, d = 0.79), with significant improvements in the 'acting as an advocate' (4.18 to 4.51, p < 0.001, d = 0.81) and 'environmental and educational influences' subscales (3.79 to 4.13, p < 0.001, d = 0.75). Statements focussed on promoting holistic, dignified care and enabling health professionals to be responsive to emotional and financial needs of patients, showed greatest change.
Education based on plays created and performed by student nurses led to significant improvements in student nurses' attitudes towards interprofessional working and nursing advocacy. Student-led drama should be embedded in nursing curricula to enable students to understand the realities and complexities of health and social care integration and interprofessional working.
护理教育者需要使学生具备在跨专业团队中工作的能力，并在日益整合的医疗和社会保健环境中为患者发声。在护理领域，戏剧教育已被用于帮助学生理解复杂的概念和实践，包括沟通、同理心和患者安全。然而，很少有研究评估戏剧教育在促进对跨专业护理和倡导的理解方面的作用，也没有涉及学生主导的戏剧，即学生创作戏剧表演来支持学习。
探讨学生主导的戏剧对护生对跨专业工作和倡导态度的影响。
前测后测教育干预研究。
苏格兰一所公立大学。
400 名本科护生参加了为期 15 周的模块，重点是医疗保健和社会关怀整合以及跨专业工作。
学生在模块开始时（n=274，应答率：80.1%）和结束时（n=175，63.9%）填写纸质问卷。效标是经验证的医疗团队态度量表（ATHCTS）和保护护理倡导量表（PNAS）。使用配对样本 t 检验评估 ATHCTS 和 PNAS 评分的均值变化，并用 Cohen's d 估计效应量。
ATHCTS 评分从 3.87 增加到 4.19（p<0.001，d=0.52）。PNAS 评分从 3.58 增加到 3.81（p<0.001，d=0.79），“充当倡导者”（4.18 至 4.51，p<0.001，d=0.81）和“环境和教育影响”子量表（3.79 至 4.13，p<0.001，d=0.75）显著改善。关注促进整体、有尊严的护理以及使卫生专业人员能够响应患者的情感和财务需求的陈述显示出最大的变化。
以学生创作和表演的戏剧为基础的教育使护生对跨专业工作和护理倡导的态度发生了显著变化。学生主导的戏剧应该纳入护理课程，使学生能够理解医疗和社会保健整合以及跨专业工作的现实和复杂性。
