Effect of role-play technique on nursing students' attitudes towards student-centred teaching: a Quasi-Experimental study.

BACKGROUND

Role-play'- one of the teaching techniques utilised in contemporary teaching appears to be a new trend that has been developing in the field of education.

PURPOSE

This study aimed to determine the effect of the 'role-play' technique implemented on the fourth-year students attending the Faculty of Nursing at the Near East University in Northern Cyprus on their attitudes towards student-centred teaching techniques.

METHODS

This study was designed as a single group quasi-experimental study with pretest and posttest. The study was conducted with the fourth-year nursing students (n = 131). The data were collected using the 'Data Collection Form' and 'Scale of Attitudes Towards Using Student-Centred Teaching Methods and Techniques'. After conducting the pretest, the students were divided into twelve groups. A script was drafted for each group and the role-play was performed in front of the class. After the practices were completed, posttest was applied. All necessary permissions were obtained to conduct the study. The collected data were evaluated in the SPSS 25.0. Data were evaluated with 95% confidence interval and p = 0.05 error margin.

RESULTS

A statistical difference was found between the pretest (96.16 ± 12.00) and posttest (99.29 ± 8.51) mean scores of the students on the 'scale of attitudes towards using student-centred teaching methods and techniques' (p = 0.006).

CONCLUSION

The integrated use of the role-play technique in the vocational course of nursing had a positive effect on students' attitudes towards student-centred techniques. This situation contributes to the development of students' knowledge and skills in vocational courses.

CLINICAL TRIAL NUMBER

Not applicable.