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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

Authors

Richard G. Kyle

Fiona Bastow

Trisha Jeram

Zahida Zahid

Maira Nizamuddin

Catherine Mahoney



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

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