Effects of student-led drama on nursing students' attitudes to interprofessional working and nursing advocacy: a pre-test post-test educational intervention study.

Kyle, Richard G.; Bastow, Fiona; Harper-McDonald, Bruce; Jeram, Trisha; Zahid, Zahida; Nizamuddin, Maira; Mahoney, Catherine

Abstract

Nursing educators need to equip students to work in interprofessional teams and advocate for patients in increasingly integrated health and social care settings. Drama-based education has been used in nursing to help students understand complex concepts and practices, including communication, empathy and patient safety. However, few studies have evaluated drama-based education to promote understanding of interprofessional care and advocacy, and none have involved student-led drama where students create dramatic performances to support learning. The aim of this study was to examine the effects of student-led drama on student nurses' attitudes to interprofessional working and advocacy, using a pre-test post-test educational intervention study at a public university in Scotland. There were 400 participants, who were undergraduate student nurses enrolled on a 15-week module focussed on health and social care integration and interprofessional working. Students completed paper questionnaires at the start (n = 274, response rate: 80.1 %) and end (n = 175, 63.9 %) of the module. Outcome measures were the validated "Attitudes Towards Healthcare Teams Scale" (ATHCTS) and "Protective Nursing Advocacy Scale" (PNAS). Changes in mean ATHCTS and PNAS scores were assessed using paired samples t-tests, with Cohen's d to estimate effect size. ATHCTS scores significantly increased from 3.87 to 4.19 (p < 0.001, d = 0.52). PNAS scores increased from 3.58 to 3.81 (p < 0.001, d = 0.79), with significant improvements in the ‘acting as an advocate' (4.18 to 4.51, p < 0.001, d = 0.81) and ‘environmental and educational influences' subscales (3.79 to 4.13, p < 0.001, d = 0.75). Statements focussed on promoting holistic, dignified care and enabling health professionals to be responsive to emotional and financial needs of patients, showed greatest change. The study found that education based on plays created and performed by student nurses led to significant improvements in student nurses' attitudes towards interprofessional working and nursing advocacy. Student-led drama should be embedded in nursing curricula to enable students to understand the realities and complexities of health and social care integration and interprofessional working.

Citation

KYLE, R.G., BASTOW, F., HARPER-MCDONALD, B., JERAM, T., ZAHID, Z., NIZAMUDDIN, M. and MAHONEY, C. 2023. Effects of student-led drama on nursing students' attitudes to interprofessional working and nursing advocacy: a pre-test post-test educational intervention study. Nurse education today [online], 123, article number 105743. Available from: https://doi.org/10.1016/j.nedt.2023.105743

• Journal Article Type: Article
• Acceptance Date: Jan 29, 2023
• Online Publication Date: Feb 2, 2023
• Publication Date: Apr 30, 2023
• Deposit Date: Jun 5, 2023
• Publicly Available Date: Jun 8, 2023
• Journal: Nurse education today
• Print ISSN: 0260-6917
• Electronic ISSN: 1532-2793
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 123
• Article Number: 105743
• DOI: https://doi.org/10.1016/j.nedt.2023.105743
• Keywords: Drama in education; Nursing students; Student-led teaching; Empathy; Health and social care
• Public URL: https://rgu-repository.worktribe.com/output/1981678