Effect of role-playing on learning outcome of nursing students based on the Kirkpatrick evaluation model

BACKGROUND: Evaluation of educational courses is important for estimating the achievement of learning goals and identifying the best way to learn. The present study is an attempt to assess the effectiveness of education through role-playing on the learning outcomes in nursing students based on the Kirkpatrick's evaluation model. MATERIALS AND METHODS: A quasi-experimental study was conducted with participation of 74 nursing students at Iran University of Medical Sciences in 2016–17. The participants were selected through census and were randomly allocated to control (n = 35) and experimental (n = 39) groups. The common method of education was implemented for the control group, and the experimental group experienced role-playing educational method. In the next semester, each student was assigned to educate two patients at the hospital. The knowledge level of the participants at the end of the semester and patients’ satisfaction with the educations by students in the next semester were measured as the outcomes of learning. Kirkpatrick's model was used to assess the learning outcomes. RESULTS: The mean score of students, at the second level of Kirkpatrick's model, in the experimental group (63.85 ± 13.88) was significantly higher than that of the control group (46.41 ± 16.22, P < 0.001). The mean score of patients’ satisfaction with patient educational performance, at the fourth level of the model, in the experimental group (73.26 ± 3.47) was significantly higher than that of the control group (47.32 ± 6.83, P < 0.001). CONCLUSIONS: The evaluation by the Kirkpatrick's model showed that use of role-playing method improved learning outcome of nursing students.