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Related Experiment Video

Updated: Jun 1, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Role-playing in the problem-based learning class.

Zenobia C Y Chan1

  • 1School of Nursing, The Hong Kong Polytechnic University, Hong Kong. hszchan@inet.polyu.edu.hk

Nurse Education in Practice
|May 24, 2011
PubMed
Summary
This summary is machine-generated.

This study explores using role-play within problem-based learning (PBL) for nursing students. Integrating role-play enhances active learning and student engagement in PBL, offering a novel teaching strategy.

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Last Updated: Jun 1, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

  • Nursing Education
  • Pedagogy
  • Health Professions Education

Background:

  • Traditional nursing education utilizes diverse learning styles.
  • Innovative approaches are crucial for meeting evolving healthcare demands.
  • Problem-based learning (PBL) is established in nursing education, fostering key skills.

Purpose of the Study:

  • To investigate the integration of role-play within problem-based learning (PBL) for first-year nursing students.
  • To develop and evaluate a classroom-based innovation combining role-play and PBL.

Main Methods:

  • Development of a PBL case scenario with role-play scripts.
  • Implementation in a classroom setting for higher diploma year-one nurse students.
  • Student evaluation of the role-play in PBL experience.

Main Results:

  • Role-play within PBL was explored as an innovative teaching strategy.
  • Student feedback on the role-play integration was collected and analyzed.
  • The study details the development and application of this blended approach.

Conclusions:

  • Role-play can be effectively integrated into problem-based learning in nursing education.
  • This innovative approach supports interactive and student-driven learning.
  • The findings offer a model for nurse educators exploring similar strategies.