Taking the stage: How critical discussion role-play promotes student self-efficacy

Title : Taking the stage: How critical discussion role-play promotes student self-efficacy

Abstract:

Background: Critical discussions enable students to engage in difficult conversations where different viewpoints must be acknowledged (Collini, 2017). A critical discussion role-play activity was incorporated into a pharmacology course to increase self-efficacy and focused on explaining pharmacodynamics, addressing sensitive topics, and providing patient education in diverse populations.  
Methods: A mixed methods design was utilized for this study to rate student efficacy associated with managing critical communication during patient care.
Results: The measurement of overall self-efficacy regarding critical discussions in the pre- and post-test surveys demonstrated an increase after the role-play activity, providing evidence the activity was lucrative in increasing the self-efficacy of the nursing student in critical discussions.
Conclusion: Using role-play to practice critical discussions in diverse scenarios with nursing students during pharmacology has been proven to increase the self-efficacy of the students.

Audience Take Away:

• Recognize the implementation of role-play scenarios effectiveness to improve self-efficacy in nursing students
• Identify the importance critical discussions have in diverse client interactions.
• Outline the benefits that role-play of critical discussions in the classroom can refine communication and problem solving skills
• Explain the relationship between role-play and self-efficacy in pharmacology courses for nursing students

Biography:

Dr. Rachel Winston obtained her BSN from the University of North Alabama (UNA) in 2004. She went on to earn an MSN and DNP from the University of South Alabama. After working several years in the hospital and rehab settings, Dr. Winston pursued a career in higher education. Dr. Winston has taught undergraduate and graduate students, and is currently an Associate Professor in the Graduate Nursing Program at UNA. She is also the Director of Diversity Equity and Inclusion (DEI) for the UNA College of Nursing. She has published articles related to DEI, classroom collaboration, experiential learning, patient advocacy, etc.