TY  - JOUR
PY  - 2017//
TI  - Reflective responses following a role-play simulation of nurse bullying
JO  - Nursing education perspectives
A1  - Ulrich, Deborah L.
A1  - Gillespie, Gordon Lee
A1  - Boesch, Maura C.
A1  - Bateman, Kyle M.
A1  - Grubb, Paula L.
SP  - 203
EP  - 205
VL  - 38
IS  - 4
N2  - 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>
LA  - en
SN  - 1536-5026
UR  - http://dx.doi.org/10.1097/01.NEP.0000000000000144
ID  - ref1
ER  -