Building Empathy and Professional Skills in Global Health Nursing Through Theatre Monologues
| Autor: | Patricia J Moreland, Neeley A Gossett, Nichole L Palmietto, E Morgan Clark-Youngblood, Helen Baker, Lisa M. Thompson, Pele R Solell-Knepler |
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| Rok vydání: | 2019 |
| Předmět: |
020205 medical informatics
media_common.quotation_subject Context (language use) Empathy 02 engineering and technology Global Health Education 03 medical and health sciences Presentation Professional Competence Nursing ComputingMilieux_COMPUTERSANDEDUCATION 0202 electrical engineering electronic engineering information engineering Global health Humans General Nursing media_common Class (computer programming) 030504 nursing Professional development Education Nursing Baccalaureate Nursing Education Research Students Nursing 0305 other medical science Psychology Drama Professional skills Qualitative research |
| Zdroj: | Journal of Nursing Education. 58:653-656 |
| ISSN: | 1938-2421 0148-4834 |
| Popis: | Background: As part of a global health professional development class, the authors designed an educational activity for nursing students to write and perform 5-minute monologues based on interviews with individuals involved in global health. The goals of this educational activity included developing empathy, teaching qualitative research methods, and strengthening writing and presentation skills while encouraging students to engage with global health practitioners and real-world global health recipients. Method: Groups of four to five students used information from interviews with key informants working or receiving care in the global health context to develop monologues with the assistance of theatre professionals. Students presented the monologues at the end of the semester. Results: Student self-report and feedback from key informants indicated success in fulfilling the learning objectives. Conclusion: The innovative use of a monologue-based theatre component in an academic course increased empathy in undergraduate nursing students. [ J Nurs Educ . 2019;58(11):653–656.] |
| Databáze: | OpenAIRE |
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