A multi-theory approach to enhancing empathy, communication, problem-solving, and ethical decision-making in nursing students: A mixed-method study using creative drama

Abstract

Background

Empathy, communication, problem-solving, and ethical decision-making are crucial for nursing students to deliver holistic, patient-centered care. Traditional teaching methods may fall short, highlighting the need for innovative approaches like creative drama.

Aim

This study aimed to evaluate the effects of creative drama on the empathy, communication, problem-solving, and ethical decision-making skills of nursing students, guided by Kolb's Experiential Learning Theory and Bandura's Social Learning Theory.

Design

This study employed a Sequential Explanatory mixed-methods design, combining a quasi-experimental quantitative phase followed by qualitative interviews to deepen the understanding of the results.

Methods

The study involved 66 first-year nursing students: 32 in the experimental group (creative drama) and 34 in the control group (traditional education). Data were collected through pre- and post-tests using scales measuring empathy, communication, problem-solving, and ethical decision-making. Semi-structured interviews were conducted with selected participants from both groups to gather qualitative insights. Quantitative data were analyzed using t-tests, and thematic analysis was applied to the qualitative data.

Results

The experimental group showed significant improvements in empathy, communication, problem-solving, and ethical decision-making skills compared to the control group. Qualitative findings revealed increased reflective thinking and improved practical application of theoretical knowledge.

Conclusion

The intervention effectively enhanced nursing students' clinical skills. Both quantitative and qualitative results showed that creative drama improves their preparation for practice. Thus, integrating creative drama into the nursing curriculum is recommended.