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Nursing students experiences of learning about nursing through drama
Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg, Sweden.
nstitute of Health and Care Sciences, University of Gothenburg, Box 457, 40530 Göteborg, Sweden.
nstitute of Health and Care Sciences, University of Gothenburg, Box 457, 40530 Göteborg, Sweden.
Faculty of Education, University of Cambridge, United Kingdom.
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2018 (Engelska)Ingår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 28, nr 1, s. 60-65Artikel i tidskrift (Refereegranskat) 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

Ort, förlag, år, upplaga, sidor
Edinburgh: Churchill Livingstone , 2018. Vol. 28, nr 1, s. 60-65
Nyckelord [en]
Drama, Learning, Nursing, Nursing education, Phenomenography
Nationell ämneskategori
Omvårdnad
Forskningsämne
VÅRD- OCH HÄLSOVETENSKAP, Vårdvetenskap
Identifikatorer
URN: urn:nbn:se:hv:diva-11866DOI: 10.1016/j.nepr.2017.09.007OAI: oai:DiVA.org:hv-11866DiVA, id: diva2:1161835
Tillgänglig från: 2017-12-01 Skapad: 2017-12-01 Senast uppdaterad: 2017-12-01Bibliografiskt granskad
Ingår i avhandling
1. Drama and Learning in Nursing Education: A study in first and second cycle
Öppna denna publikation i ny flik eller fönster >>Drama and Learning in Nursing Education: A study in first and second cycle
2017 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
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.

Ort, förlag, år, upplaga, sidor
Göteborg: University of Gothenburg, 2017. s. 62
Serie
Doctoral Theses from Sahlgrenska Academy
Nyckelord
Drama, Learning, Nursing, Nursing, Education, Teaching
Nationell ämneskategori
Omvårdnad
Forskningsämne
VÅRD- OCH HÄLSOVETENSKAP, Vårdvetenskap
Identifikatorer
urn:nbn:se:hv:diva-11869 (URN)978-91-629-0362-6 (ISBN)978-91-629-0363-3 (ISBN)
Opponent
Handledare
Tillgänglig från: 2017-12-01 Skapad: 2017-12-01 Senast uppdaterad: 2017-12-01Bibliografiskt granskad

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Arveklev Höglund, Susanna

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