Role-playing Exercises Research Articles

Salary Negotiation: A Role-Play Exercise to Prepare for Salary Negotiation

Although most employers report room for negotiation in their job offers to recent graduates, fewer than half of recent graduates report attempting to negotiate. Considering that every raise employees receive throughout their career will be a percentage of their salary at the time, failure of new employees to maximize starting salary through negotiation is a serious omission. Developing business students’ negotiation skills should be an objective incorporated into business curricula allowing students to succeed in their job offer negotiations. The role-play exercise herein is designed to provide business students a foundation in basic negotiation through a scenario that boosts student interest and engagement and allow quick applicability in their professional lives. The exercise is designed for use in courses that focus on negotiation, management, or business communication, but it is adaptable for nearly any upper level business course.

Mending the Fractures: Creating a Multi-Stakeholder Framework for Building Shared Purpose in Unconventional Oil and Gas

In the summer of 2014, a large energy company was poised to begin expanding its unconventional natural gas operations in northeastern British Columbia in the hopes of capitalizing on the Canadian province's determination to build a liquid natural gas industry. The company had secured mineral rights from the province but had not simultaneously pursued surface rights from a First Nation community that historically had used the land. When a seismic exploration team appeared on the tribe's traditional territory without consulting it, as was customary (and in some cases legally required), the company unwittingly ignited a firestorm of protest from both First Nation and non First Nation local citizens. Recognizing the importance of social acceptance both to operations and profitability, the company sent senior vice president Maria Paquet to participate in fireside discussions with tribal, regional government, and environmental leaders in the hopes of finding some common ground. Could these leaders arrive at sufficient trust and agreement to allow the company to move forward with its plans? Or would the company face gridlock, community blocking, or even financial peril? In a small-group role-playing exercise, students will step into the shoes of each of these stakeholders as they try to forge a path forward that is acceptable to all.

Informing quality in emergency care: understanding patient experiences

PurposeAssessing performance and quality in healthcare organisations is moving from focussing solely on clinical care measurement to considering the patient experience as critical. Much patient experience research is quantitative and survey based. The purpose of this paper is to report a qualitative study gathering in-depth data in an emergency department (ED).Design/methodology/approachThe authors used empirical data from seven focus groups to understand patient experience as participants progressed through a major teaching hospital in an Ireland ED. A convenience sampling technique was used, and 42 participants were invited to share their perceptions and outline key factors affecting their journey. A role-playing exercise was used to develop improvement themes. Data were analysed using thematic analysis and data analysis software (NVivo 10).FindingsCapturing ED patient experience increases our understanding and process impact on the patient journey. Factors identified include information, access, assurance, responsiveness and empathy, reliability and tangibles such as surroundings, food and seating.Research limitations/implicationsOwing to the ED patient’s emergency nature, participants were recruited if triaged at levels 3–5 (Manchester Triage System). The study explored patients’ immediate rather than post hoc experiences where recollections may change over time.Originality/valueTo the authors’ knowledge, no study has examined in-depth, ED patient experience in Ireland using qualitative interviewing, obtaining critical process insights as it occurs. The potential to inform patient process improvements in Irish EDs is significant.

PIN9 - Baseline Knowledge About Vaccines and Vaccine-Preventable Diseases Among Older Adults: Preliminary Baseline Analysis of the Vaccine Education Through Pharmacists and Senior Centers (VEPSC) Study

Zoster, pneumonia, and influenza vaccination rates among eligible older adults remain suboptimal, especially in minority populations. Improved knowledge about vaccine-preventable diseases and vaccination may be a key component in improving vaccination rates among older minorities. Vaccine Education through Pharmacists and Senior Centers (VEPSC) is a community-based vaccine education program delivered by either pharmacists (PHARM) or peer educators (PEER) and aimed at improving knowledge and beliefs about vaccination, with focus on zoster, pneumonia, and influenza. Purpose of VEPSC is to compare costs and outcomes of PHARM vs PEER. Objective of this abstract is to present interim baseline knowledge findings. VEPSC was delivered to small groups of older adults in the senior center setting in northwest Philadelphia in Fall 2017. Program featured a guided conversation about presentation, progression, and prevention of 3 disease states (zoster, pneumonia, influenza), followed by an interactive roleplay exercise designed to address common misconceptions and fears about vaccines. Baseline mean knowledge score (MKS) was assessed using a 3-section, 22-item instrument (8 zoster questions, 7 questions each for influenza and pneumonia; maximum achievable score=22). Baseline demographics and knowledge were assessed using descriptive statistics. 45 participants completed baseline assessment. Mean age was 71.9 years (SD 8.4, range 57-93). 28 (62.2%) were female; 44 (97.8%) were African American. Baseline zoster MKS was 4.0/8 (50.0% correct responses), pneumonia MKS was 3.5/7 (50.0%), and influenza MKS 4.3/7 (61.4%). Baseline MKS did not statistically differ by disease. Total baseline MKS was 11.8/22 (53.6%). Preliminary baseline results indicate that knowledge of these vaccine-preventable diseases is low, with somewhat greater knowledge about influenza than about zoster and pneumonia. Results indicate a clear need to improve knowledge about vaccines and vaccine-preventable diseases in this population. Future work includes assessing knowledge change by treatment arm and comparing costs and outcomes of PEER to PHARM.

Effectiveness of a brief psycho-oncology training program for general nurses: a preliminary study.

Many nurses are not confident in management of psychological distress in cancer patients. We developed a brief psycho-oncology training program for general nurses, and explored the usefulness of the program preliminary. Seventy-two nurses in 17 designated cancer hospitals received a 4-h program comprising an e-learning lecture on assessment and management of normal psychological responses to cancer and an onsite workshop, including a role-play exercise and group work. Primary outcomes were changes in self-reported confidence, knowledge and attitudes toward caring for patients with normal psychological response between pre-training and post-training. All outcomes, excepting several aspects of attitude, were significantly improved after training (P < 0.05). Intervention acceptability was good as no participants dropped out and all participants considered the program useful in clinical practice. Further consideration is required to clarify whether the cancer care provided by nurses who received psycho-oncology training is effective to ameliorate psychological distress in cancer patients.

Teaching public budgeting in the age of austerity using simulations

Public administrators are deeply affected by the global crisis in public finances. As public sector revenues remain weak and demand increases for spending and debt reduction, as well as tax reform, the newest cadre of public administration students must learn how to face the challenge of substantial uncertainty in public finances, regardless of whether they serve at the national, regional, or local level. Simulations offer an effective and powerful tool within a safe classroom environment for teaching students about the process and challenges of public budgeting. This article examines two free web-based simulations that can be quickly incorporated into an introductory public administration course. It further addresses differences in using the simulations as role-thinking or role-playing exercises. Observations from students and the instructor provide insight into the advantages and disadvantages of isolated role-thinking versus collaborative role-playing. The procedures included can be adapted for any online budgeting simulation without requiring the instructor to create a great deal of content on their own.

Implementing drama therapy in a French school: When drama therapy meets sociocracy

This article focuses on describing the use of drama therapy to deepen one school’s adoption of sociocracy. The school opened in the south of Paris, France a year ago for children who did not ‘fit’ in the public school system. Sociocracy was chosen as a way to share the school’s governance and involve students in decision-making processes. Drama therapy tools such as role-playing and/or forum theatre-based exercises were used to implement the intervention. This article explains sociocracy, provides the overarching school context, and identifies how drama therapy techniques were used to make sociocracy a dynamic process.

Preparing for an Academic Career: The Significance of Mentoring.

Mentorship is essential for students considering a future in academic medicine. Mentoring is recognized as one of the most important factors in determining career success through enhancing trainees' goals and productivity. An effective mentoring relationship can drive trainees' goals to fruition by providing support so that opportunistic risk can be taken and failures can be reevaluated into learning experiences. Mentorship has such importance that it was deemed mandatory in education by the Liaison Committee on Medical Education and the Accreditation Council for Graduate Medical Education. Moreover, mentoring can play a significant role in helping to diversify the academic medicine workforce. This 60-minute workshop utilizes a didactic PowerPoint presentation and small-group role-play exercise to introduce participants to the importance of mentoring in the development of academic medicine careers and to provide instruction on establishing effective meetings with prospective mentors. Faculty facilitated the workshop at nine regional academic medicine conferences held across the country. Eighty-seven diverse participants completed an evaluation form. In comparing pre- and postworkshop responses, there was a statistically significant increase in confidence to "Find a mentor for a career in academic medicine" (2.29 vs. 3.26, p < .001) and "Have a successful relationship with an academic medicine mentor" (2.52 vs. 3.38, p < .001). Moreover, more than 85% agreed or strongly agreed that the workshop's learning objectives were met. Trainees from diverse backgrounds gained crucial insight into the importance of mentorship and techniques on how to establish and maintain mentors while pursuing an academic medicine career.

Top Management Team Crisis Communication After Claims of Sexual Harassment

Both sexual harassment and managerial crisis communication are important topics in undergraduate, graduate, and executive programs. This article describes a group role-play exercise that engages students in the process of responding to a public claim of workplace sexual harassment and requires small groups to share their reactions within a press conference. The role-play can be used in a variety of courses that cover management, group dynamics, human resources, public relations, and/or strategy. Within this article, we describe its use in an undergraduate or graduate management course, but instructions for adding complexity for an executive course are also included in the appendices. Ideally, this exercise and full debrief would take two or three class periods depending on the course focus and length of class period. Exercise objectives, description of the exercise and adaptations, and all materials needed to conduct the 50-minute exercise are included.

Designing and Using Simulations in the International Relations Classroom

ABSTRACTThe value of simulations in the classroom is well established, and there are numerous publications that feature specific role-play exercises that can readily be introduced into the classroom. Frequently, however, instructors would like to design their own simulations to fit their specific learning objectives for a class, but don’t know where to start. This article lays out a series of structural and design questions for instructors to consider in order to craft their own simulations. We recognize that there is no singularly “best” way to design simulations, so this article focuses on the key components of simulations and explores different possibilities for each of these components depending on the desired goals of the instructor. We begin with the basics of class size, topic selection, learning objectives, length, and timing. Next, we discuss the design parameters—including the nature of student interaction, desired output, background information, role-specific instructions, and a timeline for the phases of the simulation. We move on to considerations about the actual running of the simulation, and wrap up with reflections on debriefing, grading, and assessment. By stepping through the design questions that are summarized in the Appendix, any instructor, experienced or new to role-playing, can develop a custom simulation to help meet the learning objectives for their courses.

Waarom ouders deelnemen aan professionele opvoedingsondersteuning. Participatie van ouders in Triple P Tieners

Waarom ouders deelnemen aan professionele opvoedingsondersteuning. Participatie van ouders in Triple P Tieners

Educating Nurses to Screen and Intervene for Intimate Partner Violence During Pregnancy

Intimate partner violence (IPV) is a problem affecting women and families across the nation, and it has been associated with adverse pregnancy and birth outcomes. Here we describe how our team implemented an evidence-based protocol for the screening of pregnant women for IPV and case management for those experiencing violence. This protocol was implemented on an antepartum triage unit where nurses were educated on IPV, methods for screening pregnant women, and a brief intervention. Education included an online module and a live session with role-playing exercises. Test scores indicated a significant increase in nurses’ knowledge after completion of the module, and the overall educational program was rated as excellent by program participants. As part of the project, the Abuse Assessment Screen and the Danger Assessment–5—two instruments with predictive validity—were incorporated into the electronic health record.

Building and Breaking the Cell Wall in Four Acts: A Kinesthetic and Tactile Role-Playing Exercise for Teaching Beta-Lactam Antibiotic Mechanism of Action and Resistance.

“Building and breaking the cell wall” is designed to review the bacterial cell envelope, previously learned in lower-division biology classes, while introducing new topics such as antibiotics and bacterial antibiotic resistance mechanisms. We developed a kinesthetic and tactile modeling activity where students act as cellular components and construct the cell wall. In the first two acts, students model a portion of the gram-positive bacterial cell envelope and then demonstrate in detail how the peptidoglycan is formed. Act III involves student demonstration of the addition of β-lactam antibiotics to the environment and how they inhibit the formation of peptidoglycan, thereby preventing bacterial replication. Using Staphylococcus aureus as a model for gram-positive bacteria, students finish the activity (Act IV) by acting out how S. aureus often becomes resistant to β-lactam antibiotics. A high level of student engagement was observed, and the activity received positive feedback. In an assessment administered prior to and two months after the activity, significant improvements in scores were observed (p < 0.0001), demonstrating increased understanding and retention. This activity allows students to (i) visualize, role play, and kinesthetically “build” the cell envelope and form the peptidoglycan layer, (ii) understand the mechanism of action for β-lactam antibiotics, as well as how gene acquisition and protein changes result in resistance, and (iii) work cooperatively and actively to promote long-term retention of the subject material.

LA INCLUSIÓN DEL MÉDICO EN LA FORMACIÓN DEL INTÉRPRETE EN EL ÁMBITO SANITARIO

La experiencia docente que describimos en este artículo propone la adquisición y desarrollo de destrezas interpretativas a través de cuatro sesiones teórico-prácticas sobre interpretación en los servicios públicos (ISP). Su particularidad reside en integrar a un profesional del ámbito médico-sanitario en el proceso de aprendizaje, que se perfecciona mediante role plays en el aula. Su colaboración desinteresada, activa y participativa estuvo presente desde la elección de los casos que se abordaron en clase derivados de sus experiencias con pacientes extranjeros, hasta la asunción del papel que habitualmente desempeñan en su trabajo en los ejercicios de simulación con los alumnos. La interacción con los médicos no solo contribuyó a dar mayor realismo y autenticidad al role play, sino que favoreció el desarrollo de destrezas temáticas, interpersonales y estratégicas por parte del alumnado.

Learning how to be a transformational leader through a skill-building, role-play exercise

Transformational leadership is a universal ideal leadership style. Research has shown that transformational leadership is more effective across a wide range of situations compared to transactional leadership. However, in practice, managers often resort to a transactional style of leadership. Thus, it is important to provide students an opportunity to practice the transformational leadership style. This article details a two-step, role-play exercise that enables students to learn and apply specific influence tactics that can be used by transformational leaders. The exercise is ideal for use by instructors of both undergraduate and graduate organizational behavior and leadership classes. This exercise can also be used for executive training and coaching.

Developing Empathy: Does Experience Through Simulation Improve Medical-Student Empathy?

This study used a role-play experience of stroke to improve student empathy for patients with neurological deficits. Participants were 4th- and 5th-year medical students (n = 62). Students worked in pairs, one as patient, and the other as carer/observer. To simulate middle cerebral artery infarction, the patient was fitted with a leg splint, their arm was placed in a sling with the hand taped closed, and they wore glasses that blocked half of their visual field in each eye to simulate homonymous hemianopia. The patient then attended to their daily duties and completed a list of tasks. All participants completed the Jefferson Scale of Physician Empathy (student version) before and after the role-play exercise and wrote a reflection about their experience. There was a statistically significant increase in mean empathy scores from baseline to post-participation. Students found the experience valuable and reported increased recognition of the time taken to complete tasks, receiving odd looks and stares, feeling judged, and greater understanding of stigma and of the experiences of people with disabilities. This role-play of a stroke experience improved medical-student empathy. Role-play experiences could be used more widely in clinical education.

Evaluating Motivational Interviewing in the Physician Assistant Curriculum.

Motivational interviewing (MI) is an evidence-based technique that enables clinicians to help patients modify health behaviors. Although MI is an essential tool for physician assistants (PAs), the extent to which it is addressed in PA curricula in the United States is unknown. This study is a comprehensive description of MI education in PA programs in the United States. Data are from the 2014 Physician Assistant Education Association Annual Program Survey. Descriptive statistics were conducted on de-identified data from all 186 PA programs in the United States. Of the 186 PA programs surveyed, 72.58% (n = 135) reported at least one course providing MI training. Availability of courses providing training in skills essential to the MI process varied. Having a course with verbal communication training was most frequently endorsed, and having a course with training in developing discrepancy was least frequently endorsed. The most popular teaching modality was lecture (84.95%, n = 158), whereas only 41.40% (n = 77) and 58.60% (n = 109) reported role play with evaluation and standardized patient exercises with evaluation, respectively. More than 70% of programs included at least one course in their curriculum that provided training in MI, suggesting that PA programs recognize the importance of MI. Instruction in change talk was not provided in nearly half of the programs. Role-play and standardized patient exercises with evaluation were underused methods despite their proven efficacy in MI education. As the first comprehensive benchmark of MI education for PAs, this study shows that although most programs address MI, opportunities exist to improve MI training in PA programs in the United States.

Do all raters value task, citizenship, and counterproductive behaviors equally: An investigation of cultural values and performance evaluations

ABSTRACTWe investigated whether individualistic and collectivistic cultural values influence the extent to which raters consider task, citizenship (OCB), and counterproductive work behaviors (CWB) when evaluating overall employee performance. Participants completed a managerial role-play exercise in which they read employee performance vignettes and rated the overall performance of each employee. A relative weights approach was used to determine to what extent raters considered task, OCB, and CWB information when evaluating employee performance. Results indicated that as compared to individualistic raters, collectivistic raters placed higher weights on OCBs and less weight on task performance when assigning an overall performance rating. However, contrary to expectations, collectivistic raters did not place significantly higher weights on CWBs as compared to individualistic raters. Future research directions and practical implications are discussed.

Teaching the Fair Debt Collection Practices Act to Legal and Ethical Environment of Business Undergraduate Students Through a Role-Play Experiential Learning Exercise

Teaching the Fair Debt Collection Practices Act to Legal and Ethical Environment of Business Undergraduate Students Through a Role-Play Experiential Learning Exercise

Development and evaluation of a culturally appropriate hypertension education (CAHE) training program for health care providers.

BackgroundIn Western countries, hypertension and hypertension-related complication are more common in ethnic minority groups of African descent than in indigenous populations. Addressing ethnic minority patients’ perceptions of hypertension and its treatment through the use of cultural appropriate hypertension education (CAHE) increases adherence to medication and lifestyle recommendations. Given these effects, it seems warranted to develop a training program on how to deliver this type of patient education for Primary Care Nurse Practitioners (PCNPs).ObjectiveDevelopment and evaluation of a training program for PCNPs aimed at providing culturally appropriate hypertension patient education.DesignProspective cohort study evaluating attitude and intended behavioral changes.ParticipantsBoth experienced PCNPs and PCNPs in training participated in this study.Main measuresThe effects of the CAHE-training were measured by 3 different questionnaires on 1) the satisfaction with the training program, 2) the attitude towards culturally appropriate care, and 3) the commitment to change.ResultsThe CAHE-training program consists of 10 different components divided over two 4-hour sessions and was taught to 87 participating PCNPs. The program utilizes constructivist-learning principles and educational evidence on adult learning. The content of the program is based on the knowledge obtained from our previous studies on culturally appropriate care. The mean satisfaction-score was 7.5 (1–10 scale), with the role-play exercise with patient-actors scoring highest (8.2). We observed non-significant but positive changes in attitude. PCNPs who reported on the implementation of their intended behavior change showed significant attitude changes after three months.ConclusionWe demonstrated that our evidence based training program for PCNPs resulted in a positive learning experience with adequate intended behavioral changes in practice. Unfortunately, response rates were too low to demonstrate persistent changes in attitude.