@article{ref1,
title="Reflective responses following a role-play simulation of nurse bullying",
journal="Nursing education perspectives",
year="2017",
author="Ulrich, Deborah L. and Gillespie, Gordon Lee and Boesch, Maura C. and Bateman, Kyle M. and Grubb, Paula L.",
volume="38",
number="4",
pages="203-205",
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.<p /> <p>Language: en</p>",
language="en",
issn="1536-5026",
doi="10.1097/01.NEP.0000000000000144",
url="http://dx.doi.org/10.1097/01.NEP.0000000000000144"
}