Abstract
In the field of nursing education, innovative teaching and learning methods, such as educational drama, that focus on learner-centered rather than teacher-centered approaches were found to be of significant interest to all exchange parties. This paper explores how nurses (nurse educators, and doctoral and masters students) from three countries experience learning through drama in the field of nursing education. In this era of internationalization, there is an urgent need to prepare nurses with global perspectives. Purpose: - to present innovative teaching and learning methods, such as educational drama, that focus on learner-centered rather than teacher-centered approaches and that provides opportunities for intercultural dialogue. - to invite all involved in nursing education, whose training includes a global perspective and needs to provide more opportunities for intercultural dialogue. Methods: As qualitative study builds on the participants' (n=14) involvement in a drama workshop and their related reflective journals, which were the subject of a quality content analysis. Results: Two categories, Creating a learning environment and Opening doors and five subcategories emerged in the analysis of the participants' journals. The first category consisted of two subcategories, namely the role of the drama teacher and a universal nursing language, which covered statements related to how a learning environment is created and how to communicate in the field of nursing education. The category, Opening doors, is described in three levels, on a pedagogical level, on a group level, and on a personal level. Conclusion: This study has implications for nursing education and curriculum activities in nursing programs related to the preparation of nurses with a global perspective using drama as core pedagogy. Through drama, participants can access their lifeworld and share them with one another. Drama makes the experience-based knowledge visible and in addition develops knowledge about a certain topic depending on the groups' background and contribution.
Sigma Membership
Unknown
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
International Exchange, Applied Drama/Theatre, Global Nursing
Recommended Citation
Suserud, Bjorn-Ove; Halabi, Jehad O.; Abdalrahim, Maysoon S.; Olausson, Sepideh; and Lepp, Margret, "Learning through drama in the field of global nursing" (2012). INRC (Congress). 194.
https://www.sigmarepository.org/inrc/2012/presentations_2012/194
Conference Name
23rd International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Brisbane, Australia
Conference Year
2012
Rights Holder
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Acquisition
Proxy-submission
Learning through drama in the field of global nursing
Brisbane, Australia
In the field of nursing education, innovative teaching and learning methods, such as educational drama, that focus on learner-centered rather than teacher-centered approaches were found to be of significant interest to all exchange parties. This paper explores how nurses (nurse educators, and doctoral and masters students) from three countries experience learning through drama in the field of nursing education. In this era of internationalization, there is an urgent need to prepare nurses with global perspectives. Purpose: - to present innovative teaching and learning methods, such as educational drama, that focus on learner-centered rather than teacher-centered approaches and that provides opportunities for intercultural dialogue. - to invite all involved in nursing education, whose training includes a global perspective and needs to provide more opportunities for intercultural dialogue. Methods: As qualitative study builds on the participants' (n=14) involvement in a drama workshop and their related reflective journals, which were the subject of a quality content analysis. Results: Two categories, Creating a learning environment and Opening doors and five subcategories emerged in the analysis of the participants' journals. The first category consisted of two subcategories, namely the role of the drama teacher and a universal nursing language, which covered statements related to how a learning environment is created and how to communicate in the field of nursing education. The category, Opening doors, is described in three levels, on a pedagogical level, on a group level, and on a personal level. Conclusion: This study has implications for nursing education and curriculum activities in nursing programs related to the preparation of nurses with a global perspective using drama as core pedagogy. Through drama, participants can access their lifeworld and share them with one another. Drama makes the experience-based knowledge visible and in addition develops knowledge about a certain topic depending on the groups' background and contribution.