Citation

Ulrich DL, Gillespie GL, Boesch MC, Bateman KM, Grubb PL. Nurs. Educ. Perspect. 2017; 38(4): 203-205.

Affiliation

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 deborah.ulrich@wright.edu.

Copyright

(Copyright © 2017, National League for Nursing (USA))

DOI

10.1097/01.NEP.0000000000000144

PMID

28628071

Abstract

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.

Language: en