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Nursing Open Jul 2020The objective of this study was to determine and compare the effectiveness of two methods of role playing and lecture on knowledge, attitude and performance of nursing'...
AIM
The objective of this study was to determine and compare the effectiveness of two methods of role playing and lecture on knowledge, attitude and performance of nursing' students in the context of pre-hospital triage.
DESIGN
This was a pre-test-posttest quasi-experimental study.
METHODS
A total of 66 nursing students (third year) were assigned to two groups, the control group ( = 23) and intervention group ( = 23). START pre-hospital triage was taught to two groups by using a lecture (control group) and role playing (intervention group) method. Immediately before the intervention and 4 weeks after the training, students' knowledge, attitude and practice in both groups were assessed through a questionnaire and a checklist. Data were analysed using SPSS software version 21.
RESULTS
The results showed that the mean scores of knowledge, attitude and performance increased after intervention in both groups ( < .05). The mean () difference of total performance score from baseline to follow-up in the experimental group and the control group was 23.91 (13.83) and 7.00 (13.20), respectively ( < .001). While there was no significant difference between the mean () difference of knowledge and attitude scores in the experimental group and the control group before and after the intervention ( > .05).
Topics: Health Knowledge, Attitudes, Practice; Hospitals; Humans; Role Playing; Students, Nursing; Triage
PubMed: 32587711
DOI: 10.1002/nop2.464 -
The EPMA Journal Jun 2020Currently considered an occupational disease, the burnout syndrome affects 13-27% of the active population in multiple occupational sectors of the modern world.
Original targeted therapy for the management of the burnout syndrome in nurses: an innovative approach and a new opportunity in the context of predictive, preventive and personalized medicine.
BACKGROUND
Currently considered an occupational disease, the burnout syndrome affects 13-27% of the active population in multiple occupational sectors of the modern world.
OBJECTIVES
Considering the burnout syndrome from the new perspective of the predictive, preventive, personalized medicine concept as a pathological entity with a predictable appearance and evolution which allows a preventive approach and a personalized therapy, the main objective of the study is to highlight the possibility of psychotherapeutic interventions for producing measurable psychological changes in order to decrease the burnout level of hospital nurses.
METHOD
The research design is experimental, the independent variable being the participation or non-participation of nurses in psychotherapeutic sessions where specific classical psychodrama techniques are originally used. Nurses previously identified with medium or high levels of burnout participated in the clinical study, split into two groups: the experimental one, with 150-min weekly sessions, and the control one, without any intervention. Pre- and post-intervention questionnaires were administered to the members of both groups.
RESULTS
The statistical analysis of the differences between pre- and post-intervention revealed (a) the decrease of the levels of personal burnout and of burnout generated by the working conditions and (b) the decrease of the depression and of anxiety on four dimensions (self-awareness, ergic tension, veiled and general anxiety).
CONCLUSIONS
The classical psychodrama method can be an effective solution in the prophylaxis and treatment of the burnout syndrome. The multidisciplinary approach according to the PPPM concept including changes of the environmental factors within the professional framework associated with stress control programmes can be promising solutions for the management of this syndrome.
PubMed: 32549915
DOI: 10.1007/s13167-020-00201-6 -
Revista Brasileira de Enfermagem 2020to understand how the dramatic therapeutic play session occurs within the care of hospitalized children.
OBJECTIVES
to understand how the dramatic therapeutic play session occurs within the care of hospitalized children.
METHODS
qualitative multiple case study, using theoretical references, such as symbolic interactionism and Vygotsky's theory of symbolic play. Twenty play sessions performed with six children from 3 to 10 years old were analyzed, each corresponding to one case.
RESULTS
these sessions demonstrated that a dramatic therapeutic play session is a process of four interdependent and complementary steps: bonding, exploring, dramatizing, and play cessation. They also revealed the imaginary situations externalized by the child, the importance of the exploration step for which they manage the imaginary situation and catharsis, and how her higher psychological faculties are articulated during this process.
FINAL CONSIDERATIONS
the results contribute to the understanding of the conduct and analysis of the dramatic therapeutic play session, reinforcing the importance of its use in pediatric nursing care practice.
Topics: Child; Child, Hospitalized; Child, Preschool; Female; Humans; Male; Pediatric Nursing; Play Therapy; Psychodrama; Qualitative Research
PubMed: 32520094
DOI: 10.1590/0034-7167-2018-0812 -
Frontiers in Psychology 2020This single group pretest-posttest study explores the effectiveness of trauma-focused psychodrama in the treatment of post-traumatic stress disorder (PTSD) at an...
This single group pretest-posttest study explores the effectiveness of trauma-focused psychodrama in the treatment of post-traumatic stress disorder (PTSD) at an inpatient addiction treatment center. The results contribute to the limited research bases of both psychodrama and PTSD treatment outcomes in inpatient addiction treatment. The present study supports the potential effectiveness of two trauma-focused psychodrama models, the Therapeutic Spiral Model and the Relational Trauma Repair Model. Findings of the research demonstrate clinically significant reductions in overall PTSD symptoms (over 25% change) and each PTSD symptom cluster (i.e., re-experiencing and intrusion, avoidance and numbing, and hyper-arousal). Additionally, patient satisfaction exit survey data support overall treatment effectiveness and highlight its tolerability, and capacity for establishing emotional safety, connection, and group cohesion. Patients even described the trauma-focused psychodrama treatment approach as enjoyable and helpful. Overall, the results of this study are promising, and support continued clinical application of trauma-focused psychodrama treatment with other subpopulations diagnosed with PTSD. However, the ability to isolate effects of trauma-focused psychodrama in this study is compromised due to the absence of a control group and participants' involvement in other inpatient treatment services.
PubMed: 32508717
DOI: 10.3389/fpsyg.2020.00896 -
International Journal of Environmental... Jun 2020The use of effective teaching strategies should be developed from teachers' reflections on educational needs. This study has a twofold objective: to identify needs in...
The use of effective teaching strategies should be developed from teachers' reflections on educational needs. This study has a twofold objective: to identify needs in teaching-learning processes in the university setting as well as to present and examine the effectiveness of four psychodramatic techniques: psychodramatic images, soliloquy, role-playing and . A qualitative design using thematic analysis was followed. All 128 teachers participating in the Training in Teaching Skills: Educational Psychodrama (nine courses) were evaluated. Teachers (62.5% women) were from different disciplines. Two semi-structured group interviews were conducted using the focus group procedure. Focus groups were held at the beginning and end of each course (18 in total). The phases of thematic analysis were used as discourse analysis strategies. Teachers reported the need to develop active teaching practices with large groups, strategies to motivate students and skills for conflict resolution with students. Concerning psychodramatic techniques, emphasis was placed on the psychodramatic images to promote active learning and group construction of contents, exploring previous ideas and as an evaluation resource. In addition, the structured use of role-playing was positively assessed. These results identify specific teaching needs and support the use of psychodramatic techniques as a valuable educational resource in higher education.
Topics: Female; Focus Groups; Humans; Male; Psychodrama; Students; Teaching; Universities
PubMed: 32492890
DOI: 10.3390/ijerph17113922 -
Nurse Education in Practice May 2020This article recounts a teaching method employed in a mental health module delivered in Ireland to international nursing students. In it the authors propose that there... (Review)
Review
This article recounts a teaching method employed in a mental health module delivered in Ireland to international nursing students. In it the authors propose that there is a place for innovative teaching methods which combine active learning, dialogue, hard-fun and metacognition to stimulate student engagement and rich learning. We discuss an innovation 'Movie-shoot' which incorporated role-play with an analytical commentary by a Greek Chorus of nursing students. We argue this flexible teaching method enhanced active and rich learning, critical reflection and engagement and may be appropriate for use in nursing education.
Topics: Creativity; Curriculum; Education, Nursing, Baccalaureate; Humans; Ireland; Nursing Education Research; Problem-Based Learning; Psychiatric Nursing; Role Playing; Students, Nursing; Universities; Videotape Recording
PubMed: 32485537
DOI: 10.1016/j.nepr.2020.102798 -
The Psychiatric Quarterly Sep 2020This investigation reviews the effectiveness of anti-stigma interventions employed at educational institutes; to improve knowledge, attitude and beliefs regarding mental...
This investigation reviews the effectiveness of anti-stigma interventions employed at educational institutes; to improve knowledge, attitude and beliefs regarding mental health disorders among students. Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) checklist guidelines were followed and protocol was registered in PROSPERO (CRD42018114535). Forty four randomized controlled trials were considered eligible after screening of 104 full-text articles against inclusion and exclusion criteria.Several interventions have been employed to tackle stigma toward psychiatric illnesses, including education through lectures and case scenarios, contact-based interventions, and role-plays as strategies to address stigma towards mental illnesses. A high proportion of trials noted that there was a significant improvement for stigma (19/25, 76%), attitude (8/11, 72%), helping-seeking (8/11, 72%), knowledge of mental health including recognition of depression (11/14, 78%), and social distance (4/7, 57%). These interventions also helped in reducing both public and self-stigma. Majority of the studies showed that the anti-stigma interventions were successful in improving mental health literacy, attitude and beliefs towards mental health illnesses.
Topics: Health Education; Health Knowledge, Attitudes, Practice; Humans; Mental Disorders; Mentally Ill Persons; Psychosocial Intervention; Role Playing; Social Stigma
PubMed: 32372401
DOI: 10.1007/s11126-020-09751-4 -
Scientific Reports Apr 2020Non-pharmacological treatment (NPT) improves cognitive functions and behavioural disturbances in patients with dementia, but the underlying neural mechanisms are... (Observational Study)
Observational Study
Non-pharmacological treatment (NPT) improves cognitive functions and behavioural disturbances in patients with dementia, but the underlying neural mechanisms are unclear. In this observational study, 21 patients with dementia received NPTs for several months. Patients were scanned using magnetoencephalography twice during the NPT period to evaluate NPT effects on resting-state brain activity. Additionally, cognitive functions and behavioural disturbances were measured using the Mini-Mental State Examination (MMSE-J) and a short version of the Dementia Behaviour Disturbance Scale (DBD-13) at the beginning and the end of the NPT period. In contrast to the average DBD-13 score, the average MMSE-J score improved after the NPT period. Magnetoencephalography data revealed a reduced alpha activity in the right temporal lobe and fusiform gyrus, as well as an increased low-gamma activity in the right angular gyrus. DBD-13 score changes were correlated with beta activity in the sensorimotor area. These findings corroborate previous studies confirming NPT effects on brain activity in healthy participants and people at risk of dementia. Our results provide additional evidence that brains of patients with dementia have the capacity for plasticity, which may be responsible for the observed NPT effects. In dementia, NPT might lead to improvements in the quality of life.
Topics: Aged; Aged, 80 and over; Alpha Rhythm; Alzheimer Disease; Beta Rhythm; Cognition; Cognitive Behavioral Therapy; Dementia, Vascular; Exercise; Female; Gamma Rhythm; Horticultural Therapy; Humans; Magnetoencephalography; Male; Mental Status and Dementia Tests; Nursing Care; Parietal Lobe; Quality of Life; Role Playing; Temporal Lobe
PubMed: 32317774
DOI: 10.1038/s41598-020-63881-0 -
Psychiatria Danubina 2020This work gives an overview of the methods of scenic expression which can be used to help cope with the crisis caused by the global threat of the coronavirus pandemic....
This work gives an overview of the methods of scenic expression which can be used to help cope with the crisis caused by the global threat of the coronavirus pandemic. The virus is new, the vaccine has not been developed yet and there are no unified prevention and post-prevention policies. In the following lines some modified elements of psychodrama interventions are presented including the ways of preventing the retraumatization of the patient (protagonist). This can be achieved by conscious reliving of the trauma and by activating new, transformative roles to guide the protagonist on his way to recovery.
Topics: Betacoronavirus; COVID-19; Coronavirus Infections; Humans; Pandemics; Patients; Pneumonia, Viral; Psychodrama; Psychological Trauma; SARS-CoV-2
PubMed: 32303025
DOI: 10.24869/psyd.2020.22 -
JMIR Research Protocols Apr 2020Students in the United States spend a meaningful portion of their developmental lives in school. In recent years, researchers and educators have begun to focus...
Effects of the ACT OUT! Social Issue Theater Program on Social-Emotional Competence and Bullying in Youth and Adolescents: Protocol for a Cluster Randomized Controlled Trial.
BACKGROUND
Students in the United States spend a meaningful portion of their developmental lives in school. In recent years, researchers and educators have begun to focus explicitly on social and emotional learning (SEL) in the school setting. Initial evidence from meta-analyses suggests that curricula designed to promote SEL likely produce benefits in terms of social-emotional competence (SEC) and numerous related behavioral and affective outcomes. At the same time, there are often barriers to implementing such curricula as intended, and some researchers have questioned the strength of the evaluation data from SEL programs. As part of the effort to improve programming in SEL, this paper describes the protocol for a cluster randomized trial of the ACT OUT! Social Issue Theater program, a brief psychodramatic intervention to build SEC and reduce bullying behavior in students.
OBJECTIVE
The objective of this trial is to examine if a short dose of interactive psychodrama can affect SEC metrics and bullying experiences in schoolchildren in either the short (2-week) or medium (6-month) term.
METHODS
The ACT OUT! trial is a cluster randomized superiority trial with 2 parallel groups. The unit of measurement is the student, and the unit of randomization is the classroom. For each grade (fourth, seventh, and 10th), an even number of classrooms will be selected from each school-half will be assigned to the intervention arm and half will be assigned to the control arm. The intervention will consist of 3 moderated psychodramatic performances by trained actors, and the control condition will be the usual school day. Outcome data will be collected at baseline (preintervention), 2-week postintervention (short term), and 6-month postintervention (medium term). Outcomes will include social-emotional competency; self-reported bullying and experiences of being bullied; receptivity to the program; and school-level data on truancy, absenteeism, and referrals to school displinary action for bullying. A power analysis adjusted for clustering effect, design effect, and potential attrition yielded a need for approximately 1594 students, consisting of an estimated 80 classrooms split evenly into intervention and control arms.
RESULTS
This study was funded in June 2019; approved by the Indiana University Institutional review board on September 17, 2019; began subject recruitment on November 5, 2019; and prospectively registered with ClinicalTrials.gov.
CONCLUSIONS
Many states have issued recommendations for the integration of SEL into schools. The proposed study uses a rigorous methodology to determine if the ACT OUT! psychodramatic intervention is a cost-effective means of bolstering SEC and reducing bullying incidence in schools.
TRIAL REGISTRATION
ClinicalTrials.gov NCT04097496; https://clinicaltrials.gov/ct2/show/NCT04097496.
INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID)
PRR1-10.2196/17900.
PubMed: 32281541
DOI: 10.2196/17900