Drama as an educational approach to enhance student nurses' comprehension of patient advocacy: a quantitative study

Nizamuddin, Maira

http://hdl.handle.net/10400.1/17882

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Authors

Nizamuddin, Maira

Advisor(s)

Mahoney, Catherine

Kyle, Richard

Abstract(s)

Background: In nursing education, educational theatre can be used for integrative and experiential learning. Integrative learning entails connecting knowledge and skills from a variety of sources and putting theory into practise, allowing students to learn how to put pieces together and transfer knowledge into a whole, a skill that will prepare them for complex situations in their personal and professional lives. Objectives: The aims of the study was to explore the use of drama as an educational approach to enhance student nurses’ understanding of patient advocacy. Methods: A pre-test and post-test quantitative study design was used in the study. A convenience sample of 275 pre-registration nurses was used. Results: Following the module, the participants' patient advocacy increased significantly (P 0.05). A paired Student's t-test was used to compare pre and post scores, with a P-value of P 0.05 considered significant. Before the session, the participants scored an average of 160 (SD= 18.4) on the advocacy scale, however after the intervention, they scored an average of 200 (SD= 23.3). This suggests that following the module, there was a considerable increase of 26.3 percent. Conclusion: The study's findings imply that theatre is regarded as a useful and acceptable supplement to nursing education. As a result, adapting to educate nursing students in today's world of science and technology could be a beneficial pedagogic method.