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The use of clinical role-play and reflection in learning therapeutic communication skills in mental health education: an integrative review
Background: An important goal in mental health education is for students to develop their ability to provide care and help to people with different degrees of mental problems. Positive experiences with the use of clinical role-play and subsequent reflection inspired us to investigate whether previou...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Dove
2019
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6593356/ https://www.ncbi.nlm.nih.gov/pubmed/31417328 http://dx.doi.org/10.2147/AMEP.S202115 |
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author | Rønning, Solrun Brenk Bjørkly, Stål |
author_facet | Rønning, Solrun Brenk Bjørkly, Stål |
author_sort | Rønning, Solrun Brenk |
collection | PubMed |
description | Background: An important goal in mental health education is for students to develop their ability to provide care and help to people with different degrees of mental problems. Positive experiences with the use of clinical role-play and subsequent reflection inspired us to investigate whether previous empirical studies had evaluated similar methods of teaching and to scrutinize the effects on students’ development of therapeutic skills and clinical reflection. Method: An integrative review was conducted to search the literature for findings from both qualitative and quantitative research. Systematic searches of literature were done in Ovid (MEDLINE, PsycInfo), Cinahl, Cochrane, ScienceDirect, SweMed, Norart, ProQuest, and Google Scholar. Results: The systematic literature search provided 42 full-text articles and four articles met the inclusion criteria. The results suggest that role-play in health education enhances students’ therapeutic and communicative skills. Nevertheless, there is limited research on the use of role-play in teaching therapeutic skills, and few studies that investigate how role-play affects students’ reflections on own practice. The literature search did not discover studies investigating whether practicing role-play in educational settings has consequences for clinical practice. Conclusion: Based on this current review, role-playing in supervised groups seems to promote reflection and insight not only for students in the patient and therapist roles, but also for peers observing the group sessions. According to the included studies, clinical role-play facilitates helper–user equality and increases students’ involvement, self-efficacy, and empathic abilities in mental health practice. |
format | Online Article Text |
id | pubmed-6593356 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Dove |
record_format | MEDLINE/PubMed |
spelling | pubmed-65933562019-08-15 The use of clinical role-play and reflection in learning therapeutic communication skills in mental health education: an integrative review Rønning, Solrun Brenk Bjørkly, Stål Adv Med Educ Pract Review Background: An important goal in mental health education is for students to develop their ability to provide care and help to people with different degrees of mental problems. Positive experiences with the use of clinical role-play and subsequent reflection inspired us to investigate whether previous empirical studies had evaluated similar methods of teaching and to scrutinize the effects on students’ development of therapeutic skills and clinical reflection. Method: An integrative review was conducted to search the literature for findings from both qualitative and quantitative research. Systematic searches of literature were done in Ovid (MEDLINE, PsycInfo), Cinahl, Cochrane, ScienceDirect, SweMed, Norart, ProQuest, and Google Scholar. Results: The systematic literature search provided 42 full-text articles and four articles met the inclusion criteria. The results suggest that role-play in health education enhances students’ therapeutic and communicative skills. Nevertheless, there is limited research on the use of role-play in teaching therapeutic skills, and few studies that investigate how role-play affects students’ reflections on own practice. The literature search did not discover studies investigating whether practicing role-play in educational settings has consequences for clinical practice. Conclusion: Based on this current review, role-playing in supervised groups seems to promote reflection and insight not only for students in the patient and therapist roles, but also for peers observing the group sessions. According to the included studies, clinical role-play facilitates helper–user equality and increases students’ involvement, self-efficacy, and empathic abilities in mental health practice. Dove 2019-06-18 /pmc/articles/PMC6593356/ /pubmed/31417328 http://dx.doi.org/10.2147/AMEP.S202115 Text en © 2019 Rønning and Bjørkly. http://creativecommons.org/licenses/by-nc/3.0/ This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License (http://creativecommons.org/licenses/by-nc/3.0/). By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms (https://www.dovepress.com/terms.php). |
spellingShingle | Review Rønning, Solrun Brenk Bjørkly, Stål The use of clinical role-play and reflection in learning therapeutic communication skills in mental health education: an integrative review |
title | The use of clinical role-play and reflection in learning therapeutic communication skills in mental health education: an integrative review |
title_full | The use of clinical role-play and reflection in learning therapeutic communication skills in mental health education: an integrative review |
title_fullStr | The use of clinical role-play and reflection in learning therapeutic communication skills in mental health education: an integrative review |
title_full_unstemmed | The use of clinical role-play and reflection in learning therapeutic communication skills in mental health education: an integrative review |
title_short | The use of clinical role-play and reflection in learning therapeutic communication skills in mental health education: an integrative review |
title_sort | use of clinical role-play and reflection in learning therapeutic communication skills in mental health education: an integrative review |
topic | Review |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6593356/ https://www.ncbi.nlm.nih.gov/pubmed/31417328 http://dx.doi.org/10.2147/AMEP.S202115 |
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