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Drama and Learning in Nursing Education: A study in first and second cycle
Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen for hälsopromotion och vårdvetenskap. Institute of Health and Care Sciences, Sahlgrenska Academy at University of Gothenburg.
2017 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

Aim: The overall aim of this thesis was to explore and describe the nature of students learning through drama in nursing education, in first and second cycle. Methods: Study I was conducted as an integrative review of the literature. Study II was performed as a qualitative phenomenographic study were 16 nursing students was interviewed. In study III 43 group assignment by nursing students in first cycle were analyzed using Qualitative content Analysis. Study IV was conducted as a qualitative phenomenographic study where 15 nursing students in second cycle was individually interviewed. Results: The findings in study I showed that drama can be used effectively in nursing education to enhance students' learning. The summarized results of the empirical studies (II–IV) showed that drama enabled the students to learn about themselves and develop a higher self-awareness. Learning through drama also gave the students opportunities to learn about others by exploring the perspectives of colleagues, patients, and patients' next of kin in fictive nursing situations. The findings showed in addition that drama could make the theoretical course content more concrete and easier to grasp. Learning through drama activated the students' learning by offering them the possibility to be active and explore various roles and scenarios, and by promoting reflection in which they could share experiences with their peers. By participating in drama, the students reached an evolving identification with the profession of a nurse (II–III) and of a specialist nurse in paediatric care (IV). Conclusion: Drama in nursing education has the unique potential to prepare nursing students in both first and second cycle for their future nursing role. Through drama, students are given the opportunity to explore and gain knowledge about how to use theoretical knowledge in practice, about their inner selves, and about other person's perspectives.

sted, utgiver, år, opplag, sider
Göteborg: University of Gothenburg, 2017. , s. 62
Serie
Doctoral Theses from Sahlgrenska Academy
Emneord [en]
Drama, Learning, Nursing, Nursing, Education, Teaching
HSV kategori
Forskningsprogram
VÅRD- OCH HÄLSOVETENSKAP, Vårdvetenskap
Identifikatorer
URN: urn:nbn:se:hv:diva-11869ISBN: 978-91-629-0362-6 (tryckt)ISBN: 978-91-629-0363-3 (digital)OAI: oai:DiVA.org:hv-11869DiVA, id: diva2:1161853
Opponent
Veileder
Tilgjengelig fra: 2017-12-01 Laget: 2017-12-01 Sist oppdatert: 2017-12-01bibliografisk kontrollert
Delarbeid
1. The use and application of drama in nursing education: An integrative review of the literature
Åpne denne publikasjonen i ny fane eller vindu >>The use and application of drama in nursing education: An integrative review of the literature
Vise andre…
2015 (engelsk)Inngår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, nr 7, s. e12-e17Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Background Caring is grounded on universal humanistic values such as kindness, empathy, concern and love for self and others. Nurses need to learn how to implement these values in the care for patients. Nursing students find it hard to assimilate theoretical knowledge in practice. Experiential learning in the form of drama has been used in several studies to enhance nursing students' learning. Aim The aim of this study was to review empirical and theoretical articles on the use and application of drama in nursing education. Design An integrative review of the literature.MethodThe databases CINAHL, PubMed, ProQuest and Academic search elite were searched for articles. Result The search generated 64 articles, with 20 articles meeting the inclusive criteria. Three themes with their attendant subthemes emerged through the analysis. The themes are: The Framing, The Objectives and The Embodiment. Conclusion Drama is effective in entry level courses in nursing education to enhance student learning and can be flexible and adjusted to various contexts. Further research using drama to enroll nursing students as fictive patients and relatives and thereby explore different perspectives is suggested, and more research on the application of drama in nursing education at an advanced level is required.

sted, utgiver, år, opplag, sider
Edinburgh: Churchill Livingstone, 2015
Emneord
Drama, Nursing education, Integrative literature review, Application of drama, Educational drama, Teaching
HSV kategori
Forskningsprogram
VÅRD- OCH HÄLSOVETENSKAP, Vårdvetenskap
Identifikatorer
urn:nbn:se:hv:diva-11865 (URN)10.1016/j.nedt.2015.02.025 (DOI)
Tilgjengelig fra: 2017-12-01 Laget: 2017-12-01 Sist oppdatert: 2017-12-01bibliografisk kontrollert
2. Nursing students experiences of learning about nursing through drama
Åpne denne publikasjonen i ny fane eller vindu >>Nursing students experiences of learning about nursing through drama
Vise andre…
2018 (engelsk)Inngår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 28, nr 1, s. 60-65Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The ability to understand, interact and create a caring relationship with the patient is a core component in nursing. A shift in nursing education from traditional classroom teaching towards more experiential approaches should be encouraged as this will support learning that links theory with practice. The aim of this study was to describe nursing students' experiences of learning about nursing through drama. This qualitative study was conducted at a university in Sweden. Four focus group interviews were conducted with a total of 16 nursing students and the data was analyzed using a phenomenographic approach.Three themes with their attendant categories emerged through the analysis: "To explore the future professional self", "To develop an understanding of the patient perspective", and "To reflect on the nature of learning". In conclusion this study shows that the use of drama in nursing education can provide opportunities to explore interactions with others which can increase students' self-awareness and ability to reflect on their future professional identity. Acting in role as a patient can provide an opportunity to experience the patient perspective. Also clear was the importance of commitment and engagement ofthe students as a prerequisite for optimizing this form of learning experience through drama

sted, utgiver, år, opplag, sider
Edinburgh: Churchill Livingstone, 2018
Emneord
Drama, Learning, Nursing, Nursing education, Phenomenography
HSV kategori
Forskningsprogram
VÅRD- OCH HÄLSOVETENSKAP, Vårdvetenskap
Identifikatorer
urn:nbn:se:hv:diva-11866 (URN)10.1016/j.nepr.2017.09.007 (DOI)
Tilgjengelig fra: 2017-12-01 Laget: 2017-12-01 Sist oppdatert: 2017-12-01bibliografisk kontrollert
3. Learning about conflict and conflict management through drama in nursing education.
Åpne denne publikasjonen i ny fane eller vindu >>Learning about conflict and conflict management through drama in nursing education.
Vise andre…
2018 (engelsk)Inngår i: Journal of Nursing Education, ISSN 0148-4834, E-ISSN 1938-2421, Vol. 57, nr 4, s. 209-216Artikkel i tidsskrift (Fagfellevurdert) Published
sted, utgiver, år, opplag, sider
New York: Blackiston Division, McGraw-Hill, 2018
HSV kategori
Forskningsprogram
VÅRD- OCH HÄLSOVETENSKAP, Vårdvetenskap
Identifikatorer
urn:nbn:se:hv:diva-11867 (URN)10.3928/01484834-20180322-04 (DOI)29614189 (PubMedID)
Tilgjengelig fra: 2017-12-01 Laget: 2017-12-01 Sist oppdatert: 2018-11-07bibliografisk kontrollert
4. Specialist nursing students' experiences of learning through drama in paediatric care
Åpne denne publikasjonen i ny fane eller vindu >>Specialist nursing students' experiences of learning through drama in paediatric care
2020 (engelsk)Inngår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 43, artikkel-id 102737Artikkel i tidsskrift (Fagfellevurdert) Published
HSV kategori
Forskningsprogram
VÅRD- OCH HÄLSOVETENSKAP, Vårdvetenskap
Identifikatorer
urn:nbn:se:hv:diva-11868 (URN)10.1016/j.nepr.2020.102737 (DOI)000523661100008 ()2-s2.0-85079417784 (Scopus ID)
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Tilgjengelig fra: 2017-12-01 Laget: 2017-12-01 Sist oppdatert: 2021-04-12bibliografisk kontrollert

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