Qualitative evaluation of a role play bullying simulation

Abstract

Bullying against nurses is becoming a pervasive problem. In this article, a role play simulation designed for undergraduate nursing students is described. In addition, the evaluation findings from a subsample of students who participated in a role play simulation addressing bullying behaviors are reported. Focus group sessions were completed with a subset of eight students who participated in the intervention. Sessions were audiorecorded, transcribed verbatim, and analyzed using Colaizzi’s procedural steps for qualitative analysis. Themes derived from the data were “The Experience of Being Bullied”, “Implementation of the Program”, “Desired Outcome of the Program”, and “Context of Bullying in the Nursing Profession”. Role play simulation was an effective and active learning strategy to diffuse education on bullying in nursing practice. Bullying in nursing was identified as a problem worthy of incorporation into the undergraduate nursing curriculum. To further enhance the learning experience with role play simulation, adequate briefing instructions, opportunity to opt out of the role play, and comprehensive debriefing are essential.

Interactive Computing Technology in Anti-Bullying Education: The Effects of Conversation-Bot’s Role on K-12 Students’ Attitude Change Toward Bullying Problems

“…Supplementing this quantitative investigation, the qualitative data of student interview and conversation with the agent partially supported uncovering the possible reasons for this change. The results of this study are in line with other published studies that claimed the effectiveness of students’ engagement in conversation to address bullying problems (Bhukhanwala, 2014; Gillespie et al., 2015).…”

“…Along with instructional methods, indirect ways such as conversations through role-playing have shown its effectiveness as an anti-bullying program. Gillespie, Brown, Grubb, Shay, and Montoya (2015) report qualitative findings from a role-play interaction addressing bullying behaviors at two colleges. Sixty-five nursing students participated in role-play conversations during two semesters.…”

Seeing Students Squirm: Nursing Students' Experiences of Bullying Behaviors During Clinical Rotations

“…Strategies for skills training may include role-play, clinical simulation, cognitive rehearsal, and problem-based scenarios (Levett-Jones et al, 2015). For example, role-play in the classroom and/or clinical setting provides students with the opportunity to practice recognizing and responding to bullying behaviors in a safe learning environment (Decker & Shellenbarger, 2012; Gillespie, Brown, Grubb, Shay, & Montoya, 2015). A potential role-play scenario may include a unit-based nurse educator bullying the clinical instructor and then holding a debriefing session with students to ask how this situation should be addressed.…”

Recognizing, Confronting, and Eliminating Workplace Bullying

“…Frequent, non-threatening contact (i.e., open door policy) may provide opportunities for employees to share issues arising on and between the units with their nurse managers. In addition, confidential focus groups encourage nurses to share experiences in a safe environment; role playing WPB has also proven helpful (Gillespie, Brown, Grubb, Shay, & Montoya, 2015). Skill-based education on building collaborative relationships, confronting uncivil behavior, coaching, and conflict resolution are essential to nurse leaders’ abilities to manage staff effectively (The Joint Commission, 2008).…”