Role Playing
Susan Felicia
Eileen Gabrielli
Jackki Tilton
Amanda Ward
Role Playing Strategy
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“Role play is a useful strategy for nursing
education” (Shearer, 2003, p.274)
Instruction method that works best with smaller
groups
Learners take part in a reenactment of a
particular scenario
“Participants my test behaviors and decisions in
an experimental atmosphere without the risk of
negative effects in a relationship” (Shearer,
2003, p.273)
Role Playing Strategy
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No script is provided but participants must be
given enough information to be able to
assume the assigned role
“Players are encouraged to express thoughts
and feelings spontaneously” (Shearer, 2003,
p.274)
Group members act out the role to gain
another perspective
Role Playing Strategy Cont’d
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Must have certain level of comfort within the
group to be effective
Should never be performed at the beginning
of training session
Can be integrated with other teaching
techniques
“emphasis on acquisition of skills and
overcoming problems” (Shearer, 2003,
p.274)
Educational Theory
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Humanistic Learning Theory fits best with the
role playing model
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States each person is unique
Has a desire to grow in a positive way
Enhances flexibility and creativity
Gaining factual knowledge is not the focus of this
model – curiosity and gaining insight are key
“Must be deliberately employed by instructors
using specific strategies in a skillful manner”
(Shearer, 2003, p.274)
Strategy Usages
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“First step is to identify learning objectives”
(Shearer, 2003, p.275)
Used primarily to achieve behavioral objectives
in the affective domain.
A method technique to arouse feelings and elicit
emotional responses in the learners.
“Helpful to allow students to warm up to the role”
(Shearer, 2003, p.275)
Strategy Uses
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Teaches learners real life situations to develop
understanding of other people feelings.
Helps with Decision-making skills.
Role plays also appeal to different learning styles.
“Spontaneous, dramatic, creative teaching strategy
in which individuals overtly and consciously assume
the roles of others” (Sellers, 2002, p.499)
“Actively engage students in learning and promote a
higher level of thinking” (Sellers, 2002, p.499)
ROLE PLAY SETTINGS
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Counseling sessions
Nursing Clinical labs
Classrooms
Usually done in a small group
Can be used in teaching cultural competence
“used to teach cultural diversity awareness,
including ethnic, social, racial and religious
differences” (Shearer, 2003, p. 274)
Pros of Role Playing
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“Debriefing of the role play student allows students
to discuss, analyze and evaluate the role play
experience” within a qualitative research study for
nursing students learning nursing theory (Sellers,
2002, p. 500)
Allows active participation of the learner
Learner recreates activity through example of play
Learner can not only adapt to a new psychomotor
skill but incorporate affective domains as well
Cons of Role Playing
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May not appeal to those learners who do not like to
be the center of attention
Requires active participation and interaction
Cognitive learners may not accept the physical
involvement of learning
Sellers stated that nursing students expressed
concern about inaccurate portrayal of theorists (in a
qualitative study) (p.500)
Requires an post-activity discussion or debriefing
session after the role-play is completed
Evaluation
Does role play help learners achieve stated
objective?
MOST IMPORTANT EVALUATION QUESTION
Focus on affective domain
Students believe that role play is an effective
mechanism for assessing student understanding (of
nursing theory models) according to Sellers.
 Is the presentation assessable for targeted learners?
Right time, place, setting
Usually focus on small group
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Evaluation cont.
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“Successful outcomes should include clear and concise
directives, extensive advanced planning, flexibility and
creativity.” (Sellers, 2002, p.500)
Is role play efficient related to available time, energy,
resources for the size of
audience (learners)?
Small groups – “Groups ranging in size from 13 to 25
students” (Sellers, 2002, p. 500)
All members have a role (acting or observing for specific
details)
Evaluation cont.
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How does role play allow for active participation?
Active audience=increased learning and increased
retention
Is role play cost effective for specific learning need,
or is another method more cost efficient?
Stems from creativity of participants
Requires few resources unless “props” are used;
Example: goggles for participants to wear that turn
the learners vision to that of a patient who is legally
bind.
Reference
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Bastable, S.B. (2008). Nurse as educator:
principles of teaching and learning for
nursing practice (3rd ed.) Massachusetts:
Jones and Bartlett.
Sellers, S. 2002. Testing theory through
theatrics. Journal of nursing education.
41(11): 498-500.
Shearer, R.2003. Using role play to develop
cultural competence. Journal of nursing
education. 42(6): 273-276.