ROLE-PLAYING IN THE TEACHING PROCESS IN NURSING: EVALUATION BY PROFESSORS

Abstract

The objective of this study is to evaluate role-playing as a methodological tool in the process of undergraduate teaching-learning in nursing, identifying the professors’ attitudes to role-playing, and analyzing their comments after its use in class. It is reflexive and has a qualitative focus and is based on symbolic interaction. Collection of data was carried out in the academic years of 2006-2007 and 2007-2008, to two lecturers teaching the third year in ‘X’ School of Nursing. The results show role-playing as a selected thematic category, and permit its classification in subcategories and codifications. Data analysis permitted the identification of what really succeeds with role-playing as a methodological tool in the nursing teaching-learning process, what its consequences are, and why.

Keywords

• Role Performance
• Teaching
• Learning
• Nursing teachers
• Degree in nursing