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Reflective Responses Following a Role-play Simulation of Nurse Bullying.

Nursing education perspectives(2017)

Cited 12|Views6
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Abstract
A qualitative exploratory design was used for this study to evaluate role-play simulation as an active learning strategy. The context for the role-play was bullying in nursing practice. Following a simulation, 333 students from five college campuses of three universities completed a reflection worksheet. Qualitative thematic findings were personal responses, nonverbal communications exhibited, actions taken by participants, and the perceived impact of bullying during the simulation. Role-play simulation was a highly effective pedagogy, eliciting learning at both the cognitive and affective domains.
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Key words
Active Learning,Aggression,Bullying,Nursing Students,Role Play,Violence
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