This randomized controlled mixed-methods study evaluated the effect of creative drama education on nursing students' reflective thinking and clinical decision-making skills. Participants were randomly assigned to either an experimental group receiving creative drama education (n = 40) or a control group participating in case-based discussion sessions (n = 37). Quantitative data were collected before and after the intervention using validated measurement instruments. Following completion of the intervention, qualitative interviews were conducted with participants from the experimental group to explore their learning experiences and provide a deeper explanation of the quantitative findings.
Reflective thinking and clinical decision-making are essential competencies for nursing students to deliver safe, evidence-based, and patient-centered care. Active learning approaches are increasingly recommended to improve these competencies during undergraduate nursing education. Creative drama is an experiential teaching method that promotes active participation, critical reflection, communication, empathy, collaboration, and problem-solving through role-playing, improvisation, and group interaction. This randomized controlled mixed-methods study investigated whether creative drama education improves nursing students' reflective thinking and clinical decision-making compared with conventional case-based discussion. Undergraduate nursing students were randomly allocated to either an experimental group receiving structured creative drama education (n = 40) or a control group receiving case-based discussion sessions (n = 37). Reflective thinking and clinical decision-making were measured before and after the intervention. Subsequently, qualitative interviews were conducted with students in the experimental group to explore their experiences and explain the quantitative findings.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
OTHER
Masking
TRIPLE
Enrollment
77
Participants in the experimental group received a structured creative drama education program designed to enhance reflective thinking and clinical decision-making skills. The intervention consisted of interactive sessions incorporating warm-up activities, improvisation, role-playing, group enactment of realistic nursing scenarios, reflection, and group discussion. Students actively explored clinical situations by assuming different roles, analyzing patient care problems, and reflecting on their experiences throughout the drama process. The educational content was standardized and delivered by the same instructor using a predefined creative drama program.
Participants in the control group received conventional case-based discussion sessions covering the same learning objectives as the experimental group. The sessions included instructor-guided analysis of written clinical cases, question-and-answer activities, and group discussions without the use of creative drama techniques or experiential role-play.
Agri Ibrahim Cecen University
Ağrı, Merkez, Turkey (Türkiye)
Reflective Thinking
Change in reflective thinking scores measured from baseline to immediately after completion of the educational intervention using a validated reflective thinking scale.
Time frame: Baseline and immediately after the intervention.
Clinical Decision-Making
Change in clinical decision-making scores measured from baseline to immediately after completion of the educational intervention using a validated clinical decision-making scale.
Time frame: Baseline and immediately after the intervention.
This platform is for informational purposes only and does not constitute medical advice. Always consult a qualified healthcare professional.