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Using role playing in the integration of knowledge in the teaching-learning process in nursing: assessment of students

DOI: 10.1590/S0104-07072010000400003

Keywords: role-playing, teaching-learning process, nursing degree, students from the nursing, integration theory and practice.

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Abstract:

to assess role-playing as a methodology in the teaching-learning process for the nursing degree. to identify the attitude of nursing students towards role-playing. to analyze the response of students to their teaching-learning process after role-playing. relationship is one of the main functions of nursing care in all fields, as it contributes to developing and coping with the various stimuli of life through therapeutic communication, which helps nurses know their role and how to behave according to the situation. third-year students from the nursing school of the "x". academic years 2006-2007 and 2007-2008. the reflexive nature of qualitative research is based on symbolic interactionism. the subject category chosen is role-playing and it is sorted into the subcategories and codes. findings from the analysis of the summaries have allowed us to see what actually happens when using role-playing as a teaching-learning tool in nursing, why and what the consequences are.

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