Document Type : Original Article
Authors
1 Nursing Care Research Center (NCRC), Student Research Committee, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
2 Nursing Care Research Center (NCRC), School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
Abstract
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.
Keywords
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