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[Developing students' relational aptitudes].

Claudine Giordano¹

¹Institut de formation en soins infirmiers, centre hospitalier universitaire de Toulouse, 10 rue des Figuiers, 31830 Plaisance-du-Touch, France.

Revue De L'Infirmiere

|November 24, 2019

Summary

This summary is machine-generated.

Peer role-playing in nursing education, particularly in smaller groups, can enhance the development of crucial relational skills and attitudes. This study explores the impact of group size on these learning outcomes.

Keywords:

formation infirmière jeu de rôle nurse training relational technique role play sous-groupe student sub-group technique relationnelle étudiant

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Area of Science:

Nursing Education
Pedagogical Methods
Social Learning Theory

Background:

Role-playing is a common pedagogical tool in professional training.
Group size is a factor that may influence the effectiveness of role-playing exercises.
Student nurses require strong relational attitudes and techniques for effective patient care.

Purpose of the Study:

To investigate the impact of role-playing within sub-groups of nursing students.
To assess the influence of group size on the development of relational attitudes.
To evaluate the effect of peer role-playing on relational techniques in nursing students.

Main Methods:

The study involved peer role-playing activities conducted in sub-groups.
Participants were student nurses undergoing training.
Data was collected on the development of relational attitudes and techniques.

Main Results:

Role-playing in smaller sub-groups showed a positive effect on relational attitude development.
Specific relational techniques were more effectively learned in peer role-playing scenarios.
Group dynamics within sub-groups facilitated skill acquisition.

Conclusions:

Peer role-playing in nursing education is effective, especially when implemented in smaller groups.
Sub-group role-playing enhances the acquisition of essential relational skills for nurses.
Optimizing group size in role-playing can improve pedagogical outcomes in nursing training.