Effectiveness of kangaroo mother care on maternal resilience and breastfeeding self-efficacy using the role-play method in a neonatal intensive care unit / Eficacia de los cuidados madre canguro sobre la resiliencia de la madre y la autoeficacia de la lactancia materna mediante el método de juego de roles en una unidad de cuidados intensivos neonatales

Abstract Background: Kangaroo mother care (KMC) offers several benefits for neonates and mothers. Although many studies have evaluated the effectiveness of KMC on infants, only few studies have examined the effects on mothers. This study aimed to evaluate the effectiveness of KMC on maternal resilience and breastfeeding self-efficacy via the role-play method in a neonatal intensive care unit. Methods: We conducted a randomized controlled trial. Mothers were randomized into two groups. Mothers in the intervention group were trained using the role-play method. Questionnaires were administered before and after the intervention. Data were analyzed with SPSS version 22. Results: The training demonstrated a statistically significant difference in resilience score and breastfeeding self-efficacy in each group after the intervention. In addition, a statistically significant difference was revealed between both groups in resilience scores and breastfeeding self-efficacy after the intervention. Conclusions: KMC training with the role-play method was most effective. Role-play and routine methods are recommended as methods of therapeutic care in clinical settings to improve maternal resilience and breastfeeding self-efficacy.

Resumen Introducción: El cuidado madre canguro ofrece una gran cantidad de beneficios para el neonato y la madre. Aunque muchos estudios han evaluado la eficacia del cuidado madre canguro en los bebés, solo pocos estudios han examinado los efectos en las madres. El propósito del presente estudio fue evaluar la efectividad del cuidado madre canguro sobre la resiliencia de la madre y la autoeficacia de la lactancia mediante el método de juego de roles en la unidad de cuidados intensivos neonatales. Métodos: Se llevó a cabo un ensayo controlado aleatorio. Las madres se asignaron en dos grupos al azar. Las madres del grupo de intervención fueron capacitadas mediante el método de juego de roles. Se aplicaron cuestionarios antes y después de la intervención. Los datos se analizaron utilizando SPSS versión 22. Resultados: El entrenamiento demostró una diferencia estadísticamente significativa en la puntuación de la resiliencia y la autoeficacia de la lactancia en cada grupo después de la intervención. Además, se reveló una diferencia estadísticamente significativa entre ambos grupos en la puntuación de resiliencia y la autoeficacia de la lactancia después de la intervención. Conclusiones: La capacitación del cuidado madre canguro mediante el método de juego de roles fue más efectiva. Se recomienda el juego de roles y los métodos de rutina como métodos de atención terapéutica en entornos clínicos para mejorar la resiliencia de la madre y la autoeficacia de la lactancia.

Online Workshop to Improve Telemedicine and Medication Counseling Skills in Diabetes Care / 日本プライマリ・ケア連合学会誌

In the field of diabetes mellitus, medical practice and medication counseling that elicits self-management by patients are desired. Thus, the improvement of communication skills of healthcare professionals and adopting an interdisciplinary approach to diabetes patients are considered important.In the COVID-19 pandemic era, the adoption of telemedicine and remote medication counseling to actual clinical practice has become an important issue; however, training opportunities for the skills required, especially in the diabetes field, are scarce. Therefore, we held an online training session for healthcare professionals to improve their telemedicine and remote medication counseling skills.

Sociodrama and role-play: theories and interventions / Sociodrama e role-play: teorias e intervenções / Sociodrama y juego de roles: bases teóricas e intervenciones

This article presents the sociodramatic method developed by Jacob Levy Moreno (origin, definitions, unfolding, characteristics, modalities, objectives), differentiating it from psychodrama, as well as presents the role-play, in sociopsychodramatic practice, especially for socioeducational purpose. It illustrates the application of these modalities with brief accounts of the author’s experience with groups in sociodramatic acts and processes. It reports an institutional experience with retired elderly citizens, held for six months, using as initiators, tales for adults that bring archetype themes common to this age group; another experience with several thematic workshops, focused on the development of female roles, using the technique of the living museum; finally, an experience of supervision with graduation students, held during two university terms.

Este artigo apresenta o método sociodramático desenvolvido por Jacob Levy Moreno (origem, definições, desdobramentos, características, modalidades, objetivos), diferenciando-o do psicodrama, bem como apresenta o role-play, na prática sociopsicodramática, especialmente para fins socioeducativos. Ilustra a aplicação dessas modalidades com breves relatos da experiência da autora com grupos em atos e processos sociodramáticos. Relata-se uma experiência institucional com idosos aposentados, realizada durante seis meses, utilizando como iniciadores, contos para adultos que trazem temas arquetípicos comuns a essa faixa etária; outra experiência com várias oficinas temáticas, voltadas para o desenvolvimento de papéis femininos, utilizando a técnica do museu vivo; por fim, uma experiência de supervisão com alunos de graduação, realizada durante dois períodos universitários.

Este artículo presenta el método sociodramático desarrollado por Jacob Levy Moreno (origen, definiciones, desdoblamiento, características, modalidades, objetivos), diferenciándolo del psicodrama, así como presenta el juego de roles, en la práctica sociopsicodramática, especialmente con fines socioeducativos. Ilustra la aplicación de estas modalidades con breves relatos de la experiencia del autor con grupos en actos y procesos sociodramáticos. Reporta una experiencia institucional con ancianos jubilados, realizada durante seis meses, utilizando como iniciadores, cuentos para adultos que traen temas arquetipos comunes a este grupo de edad; otra experiencia con varios talleres temáticos, centrados en el desarrollo de roles femeninos, utilizando la técnica del museo vivo; finalmente, una experiencia de supervisión con estudiantes de graduación, realizada durante dos períodos universitarios.

Avaliação de Treinos da Aplicação do ABLA-R / Evaluation of ABLA-R Application Training

Resumo O ABLA-R (Assessment of Basic Learning Abilities Revised) é um teste útil para avaliar o repertório discriminativo de indivíduos com distúrbios do desenvolvimento. Este estudo avaliou, com seis profissionais, o efeito de três componentes de treino sobre a acurácia da aplicação do ABLA-R: manual autoinstrucional do ABLA-R, vídeo feedback e role-play. Nenhum componente, utilizado isoladamente, resultou em uma aplicação acurada do ABLA-R. A combinação do manual autoinstrucional com o vídeo feedback resultou em desempenhos com mais de 90% de acurácia. Os dados corroboram evidências prévias sobre a importância do feedback no treino de profissionais e demonstram que uma combinação de componente de treino pode ser mais eficiente para ensinar a aplicação do ABLA-R que a utilização apenas do manual autoinstrucional.

Abstract The ABLA-R (Assessment of Basic Learning Abilities Revised) is a useful test for assessing the discriminative abilities of individuals with developmental disorders. This study evaluated, with six professionals, the effect of three training components in ABLA-R administration accuracy: ABLA-R self-instructional manual, video feedback and role-play. None of the components, used separately in training, resulted in an accurate application of ABAL-R. The combination of the self-instructional manual with video feedback resulted in performances with more than 90% accuracy. The data corroborate previous evidence on the importance of feedback in professional training and demonstrate that a combination of training components may be more effective in teaching the ABLA-R application than using only the self-instructional manual.

Modelo de rol, experiencias y capacidades comunicativas en estudiantes de medicina / Role model, experiences and communicative skills in medical students

Introducción: La comunicación se ha definido como un elemento central y eje transversal de los currículos médicos a nivel mundial. Además, en el proceso formativo del estudiante de medicina, el efecto de los modelos de rol docente se reconoce como factor clave. Objetivo: Revisar conceptualmente el modelo de rol en relación con el currículo en comunicación, y su influencia en el proceso de enseñanza y aprendizaje de los estudiantes de medicina. Métodos: Se llevó a cabo una revisión bibliográfica sistemática de artículos científicos disponibles en las bases de datos EbscoHost y PubMed, así como de textos de educación médica, teniendo en cuenta las palabras clave validadas en el tesauro DeCs. Resultados: Se presentó la definición y la importancia del modelo de rol, la identidad, las características y las capacidades pedagógicas del profesor; además se expusieron conceptos como "modelo de rol positivo" y "antimodelo". También se mostró el contexto en el que se desarrollaba el rol docente en función de la experiencia de comunicación, y los escenarios, los momentos y las formas con los que se lograron las capacidades, competencias y habilidades comunicativas en los estudiantes, lo que demostró que el aprendizaje por medio del ejemplo de los profesores resultaba fundamental. Conclusiones: Se necesita propiciar procesos de formación docente como medio para resignificar el sentido de los modelos de rol en la práctica comunicativa del estudiante. El modelo de rol y su influencia en el desarrollo de capacidades en la comunicación y el profesionalismo se constituyen como perspectiva para la investigación en educación médica(AU)

Introduction: Communication has been defined as a key element and cross-sectional pivot of medical curricula worldwide. Also, in the training process of the medical student, the effect of professorial role models is recognized as a key factor. Objective: To review, conceptually, the role model in association with to the communicative curriculum, as well as its influence on the teaching and learning process of medical students. Methods: A systematic bibliographic review was carried out of scientific articles available in the databases EbscoHost and PubMed, as well as medical education texts, taking into account the keywords validated on the Health Sciences Descriptors (DeCS). Results: We presented the definition and importance of the role model, as well as the professor's identity, characteristics and pedagogical capacities. Concepts such as positive role model and antimodel were also exposed. We also showed the context in which the teaching role was developed based on the communication experience, as well as the settings, moments and ways by which the students' communication capacities, competences and abilities were achieved, which showed that learning through the professorial model was essential. Conclusions: It is necessary to promote professorial training processes as means to redefine the significance of role models in the student's communicative practice. The role model and its influence on the development of communication skills and professionalism constitute a perspective for research in medical education(AU)

La transición de la educación infantil a la enseñanza primaria: la gestación de la actividad de estudio / A transição da educação infantil para o ensino fundamental: a gestação da atividade de estudo / The transition from early childhood education to elementary school: the beginning of study activities

O presente estudo, de natureza teórico-conceitual, ancora-se na perspectiva da Psicologia Histórico-Cultural e tem por objetivo compreender o papel da brincadeira de papéis sociais e das atividades produtivas na formação de capacidades psíquicas necessárias à atividade de estudo, atividade guia da idade escolar. É por meio dessa atividade que as crianças se apropriam das formas mais elaboradas de conhecimento da realidade criadas pelo gênero humano, expressas nas ciências, na filosofia e nas artes, possibilitando-as desenvolver uma importante neoformação, o pensamento teórico. Como resultados, evidencia-se que na brincadeira de papéis as crianças reproduzem as relações sociais existentes entre os homens e, no interior dessa atividade, é desenvolvido o autodomínio da conduta e a imaginação. Já as atividades produtivas são realizadas visando a um determinado resultado e, nesse processo, são desenvolvidas importantes capacidades psíquicas, como a análise e planejamento. Todas essas capacidades são imprescindíveis ao pensamento teórico.

El presente estudio, de naturaleza teórico-conceptual, se ancla en la perspectiva de la Psicología Histórico-Cultural y tiene por objetivo comprender el papel de juegos de papeles sociales y de las actividades productivas en la formación de capacidades psíquicas necesarias a la actividad de estudio, actividad guía de la edad escolar. Es por intermedio de esa actividad que los niños se apropian de las formas más elaboradas de conocimiento de la realidad creadas por el género humano, expresas en las ciencias, en la filosofía y en las artes, posibilitándolas desarrollar una importante neo-formación, el pensamiento teórico. Como resultados, se evidencia que en los juegos de papeles los niños reproducen las relaciones sociales existentes entre los hombres y, en el interior de esa actividad, se desarrolla el autodominio de la conducta y de la imaginación. Ya las actividades productivas son realizadas visando a un determinado resultado y, en ese proceso, se desarrollan importantes capacidades psíquicas, como el análisis y planificación. Todas esas capacidades son imprescindibles al pensamiento teórico.

This study, theoretical and conceptual in nature, is anchored in the perspective of Historical-Cultural Psychology and aims to understand the role of playing social roles and productive activities in the formation of psychic capacities necessary for the study activity, guiding activity of school age. It is through this activity that children appropriate the most elaborate forms of knowledge of reality created by mankind, expressed in the sciences, philosophy and the arts, enabling them to develop an important neoformation, theoretical thinking. As a result, it is evident that in roleplaying children reproduce the existing social relations between men and, within this activity; the self-mastery of conduct and imagination is developed. The productive activities are performed aiming at a certain result and, in this process; important psychic capacities are developed, such as analysis and planning. All these capabilities are indispensable to theoretical thinking.

Introduction of a teaching module on intravenous drug administration and communication skills in pharmacology

Background: Pharmacology practicals mainly focus on increasing the knowledge component but teaching on psychomotor and soft skills is largely lacking. Teaching correct method of intravenous drug administration and the communication skills about drug therapy in Pharmacology practical classes can help in minimizing the errors in drug administration and improving the patient compliance and adherence to the therapy. Objectives of this study were teaching module on intravenous drug administration and communication skills to undergraduate students in Pharmacology and to evaluate the perceptions of students and teachers towards the new teaching module.Methods: Correct methods of intravenous drug administration were demonstrated in practical classes. Role play was done to teach about communication skills regarding right method of using an inhaler and also about prescribing the correct dosage regimens. Perceptions of students and teaching staff members were collected on the teaching module.Results: Almost all of the students (>96 %) were of the opinion that learning correct drug administration methods and communication skills was relevant to the future practice and 95% students felt that after the role play sessions, they were better equipped in communicating with the patients about the medication use and were in favour of teaching these to all the medical students.Conclusions: Our study concludes that the teaching module on intravenous drug administration and communication skills was well accepted by both the teaching staff and the students and was found feasible and relevant to be introduced in the curriculum by both of them.

Role-Play como Estratégia Pedagógica para Problematizar as Linhas de Cuidado Integral em Saúde aos Adolescentes e Jovens / Role-Play as a Pedagogical Strategy to Problematize the Lines of Comprehensive Health Care for Adolescents and Young People

RESUMO Diante da necessidade de integrar o debate de gênero e sexualidade à formação médica, uma unidade curricular de Saúde Coletiva de um curso de Medicina público federal propôs a metodologia da Aprendizagem Baseada em Projetos (ABPj) para essa formação. Nessa proposta pedagógica, os estudantes constroem um produto final como recurso para intervenção/aprimoramento da realidade. Dessa forma, a metodologia da Problematização, com o Arco de Maguerez, forneceu o subsídio à concretização desses produtos. Cada um desses projetos utilizou uma das políticas públicas relacionadas ao debate em torno do gênero e da sexualidade. Neste artigo, relata-se o projeto relacionado à Política Pública de Atenção Integral à Saúde de Adolescentes e Jovens na Promoção, Proteção e Recuperação da Saúde. Na apresentação desse produto foi utilizada a metodologia do role-play, com três cenas, para intervenção/aprimoramento da realidade observada/vivida. Essa experiência também conquistou a premiação de melhor trabalho apresentado naquele ano no Congresso Brasileiro de Educação Médica, construindo nessa escola médica um espaço formal para o desenvolvimento de competências no tocante aos determinantes sociais de gênero e sexualidade, para uma prática médica integral e equânime. Este relato de experiência destaca ainda a relevância do uso de metodologias ativas, como a ABPj e role-play, na educação médica.

ABSTRACT Faced with the need to integrate the gender and sexuality debate into medical training, a Public Health curricular unit from a Federal Public Medicine course proposed the Project Based Learning (PjBL) methodology as a resource for the implementation of this debate. In this pedagogical proposal, the students construct a final product as a resource for intervention/improvement of reality. Thus, the methodology of Problematization, with the Arch of Maguerez, supported the consolidation of these products. Each of these projects was based on one of the public policies that are related to the debate of gender and sexuality. In this article, we report the project related to the public policy of Comprehensive Health Care for Adolescents and Young People in Health Promotion, Protection and Recovery. The presentation of this product was made using the methodology of role-play, with three scenarios, for intervention/improvement in the observed/lived reality. This experience also won the award for best work presented that year at the Brazilian Congress of Medical Education, building a formal space for the development of gender and sexuality determined competencies in the Medical School, to ensure comprehensive and equal medical practice. Moreover, this report highlights the relevance of the use of active methodologies, such as PjBL and role-play, in medical education.

Possíveis aplicações da técnica de role-play no atendimento a famílias adotantes / Applications of role-play technique in adoptive families counseling

Famílias adotantes estão em evidência nos contextos midiático e científico, havendo necessidade de atenção da psicologia para estes sujeitos. A terapia cognitivo-comportamental pode ser aplicada em diferentes situações, sendo uma abordagem de intervenção possível nas demandas dessas famílias. Utiliza-se de um conjunto de técnicas de intervenção diversificado, entre elas, a técnica de role-play, que consiste na dramatização de situações do cotidiano com fins terapêuticos. O objetivo deste estudo foi descrever as possíveis aplicações da técnica de role-play no atendimento a famílias adotantes. Optou-se por uma pesquisa qualitativa exploratória descritiva de caráter bibliográfico. Os dados coletados foram registrados em fichas de catalogação e analisados por meio da síntese integradora. Constatou-se a possibilidade do uso da técnica de role-play em diferentes momentos do processo de adoção, auxiliando na construção e aprendizagem de estratégias adaptativas no enfrentamento das demandas de pais, filhos e profissionais. Sugerem-se novos estudos, explorando possibilidades dessa técnica.(AU)

Adoptive families are in evidence in the media and scientific contexts, requiring psychologist's attention. Cognitive behavioral therapy can be applied in different situations, being utilized as a support to the adoptive families. Among its diversified intervention techniques, is the role-play, which consists in the dramatization of daily situations with therapeutic purposes. The aim of this study was to describe possible applications of the role-play technique with adoptive families. It was designed as a bibliographic descriptive exploratory qualitative research. The data were registered in cataloging sheets and analyzed through integrative synthesis The possibility of using the role-play technique in different moments of the adoption process was verified, assisting in the construction and learning of adaptive coping strategies of parents, children and professionals. Further studies are suggested, exploring possibilities of this technique.(AU)

Student Satisfaction and Achievement after Role-playing in a Pediatric Dentistry Class / 대한소아치과학회지

This study aimed to investigate the effects of learning with role-playing on student satisfaction and achievement regarding behavior management teaching in pediatric dentistry.93 students were divided into 19 groups and randomly assigned to role-play as a doctor, patient, parent, assistant, or narrator. Their performances were evaluated by the instructor and the satisfaction survey was conducted. All participants took the written test and were asked to compare lecture and role-playing with regard to the effectiveness of learning. Statistical analysis was performed with Mann-Whitney U test, Independent T-test, and Kruskal-Wallis test.68 students (73.1%) who believed that the role-playing was more helpful than lecture showed higher level of satisfaction than students who believed lecture was more helpful. But there were no differences in the tutor evaluation score and the written test scores.Participants in the patient management scenario showed higher level of descriptive question scores of the written test and tutor evaluation score than those who participate in the parent management scenario. There were no differences between the role groups.Role-playing may help students to become more interested and participatory in learning behavior management. The level of satisfaction may differ by the design and content of the scenario.

Motivational Interviewing Training Using Role Play in Dental Hygiene Students / 치위생과학회지

The purpose of this study was to develop a motivational interviewing (MI) training program to improve competency in communication and to effect the evaluated changes that would occur in dental students' counseling techniques as result of the training in the program. The study proceeded through the program via role-play practice, which was explained effectively during the MI program training process. A convenience sample of 43 fourth-year dental hygiene students was recruited. Twenty-two students were randomly assigned to the intervention group and 21 to the control group in the order of recruitment. The theoretical lecture was delivered over 3 hours and the practice was done in parallel by applying cases occurring in clinic settings. The practice was technical training, partner practice, and small group practice. The intervention group received three hour MI lecture while the control group received no lecture. Evaluation through role-play practice was separated according to “researcher's viewpoint,” “counselor's role viewpoint,” and “patient's role viewpoint.” The results of the analysis showed that the intervention group had higher MI skills and ability than the control group. Furthermore, program participants showed positive impressions to the MI training program. The use of coaching sessions improved the MI techniques and counseling skills of dental hygiene students learning MI. The effect of the application of the MI training program was that the MI training improved counseling skills and interviewing abilities. Moreover, continuous training and feedback enhanced MI techniques and core skills. Training using lectures in parallel with practice rather than education through theory alone improved students' techniques. Application of role play through the combined method of the MI program was confirmed by an effective training method.

Role-Play para o Desenvolvimento de Habilidades de Comunicação e Relacionais / Role-Play for the Development of Communication Skills

RESUMO O desenvolvimento de habilidades de comunicação e relacionais (HbCR) é essencial para a formação médica, logo a utilização de estratégias educacionais que favoreçam seu aprendizado é necessária. O presente trabalho tem por objetivos descrever o processo de implementação da técnica de role-play e avaliar sua utilização no ensino das HbCR, de acordo com a percepção docente. A técnica foi utilizada no curso de Semiologia da Faculdade de Medicina da Universidade Federal da Bahia (FMB/UFBA). Para atender a esses objetivos, o presente artigo foi estruturado em duas partes: plano de implementação da técnica de role-play e aplicação do role-play segundo a percepção do docente. O role-play revelou ser uma técnica factível, extremamente adequada ao ensino das HbCR, em consonância com as orientações das Diretrizes Curriculares Nacionais do Curso de Graduação em Medicina.

ABSTRACT The development of communications skills is essential for the doctor training. Teaching in medical schools should thus involve the use of educational strategies that facilitate the acquisition of these skills. The goal of this paper is to describe the process of implementing a role playing strategy in a Semiology course, at the Medical School of the Federal University of Bahia, and to evaluate its potential for the teaching of communication skills. The paper is divided into two main sections: the action plan for implementing the role play strategy and application of the plan from the teachers’ perspective. In conclusion it is argued that the implementation of role playing in Semiology courses is feasible and adequate for the acquisition and improvement of communications skills. Moreover it should be noted that the use of role play as an educational strategy is in line with the National Curriculum Guidelines for Undergraduate Courses in Medicine.

Introducing Role Play for Teaching Communication Skills to Dental Undergraduate Students.

Abstracts: Background and Objectives: Communication skills are considered to be an important and integral part of successful patient treatment. At our institute undergraduate students are given formal education in behavioural management during the first year. However, clinical training on patients is started only during the third year. The intervening gap in training results in the students not developing satisfactory communication skills while interacting with patients in the third year. The objectives of this study were to: 1) Use role play as a learning tool to demonstrate importance of communication skills and train students in the same. 2) Determine whether formal training in communication skills should be given at the beginning of third year before starting treatment procedures on patients. 3) Assess the response of students to role play and level of confidence while treating patient through a questionnaire format. Methodology: Role play was conducted to demonstrate the effect of satisfactory and unsatisfactory communication between a doctor and patient. A questionnaire was given to the students before and after the role play in order to determine their response to the role play and the results were statistically analyzed. Results & Conclusion: A high percentage of students felt that formal training in communication skills would be beneficial at the start of their clinical training in the third year and the role play had a positive impact on their ability to communicate with patients. However, the increase in the level of confidence was not found to be statistically significant.

Temas das brincadeiras de papéis na educação infantil / Role play themes in early childhood education / Temáticas del juego en la educación infantil

O objetivo do artigo é discutir os temas da brincadeira de papéis sociais na Educação Infantil, revelados por meio de análise conduzida com base nos estudos da Psicologia Histórico-Cultural. Para Elkonin, na idade pré-escolar a brincadeira atinge o auge de seu desenvolvimento, e se caracteriza pela criação de uma situação imaginária, pela presença de regras e de papéis sociais. Foram observadas situações de brincadeira de crianças de quatro anos e meio a cinco anos e meio em 11 escolas da rede municipal de uma cidade de médio porte do interior paulista. A partir do registro das observações, foram identificadas 27 cenas de brincadeira de papéis. A análise dos dados colhidos confirma a tese de Elkonin de que o desenvolvimento da brincadeira de papéis relaciona-se com o que a criança conhece de sua realidade, e indica a necessidade do estabelecimento de certas condições para que esse desenvolvimento ocorra na Educação Infantil. Nesse sentido, discute-se a necessidade de uma mediação do professor calcada na compreensão da riqueza de implicações que a brincadeira de papéis tem para a formação da pessoa...

The goal of this paper is to identify themes of role play in Early Childhood Education. The analysis was based on studies of historical-cultural psychology. For Elkonin roleplay in preschool reaches its maximum development when children create an imaginary situation to interpret social roles oriented by rules. We observed role play situations with children from 4 ½ to 5 ½ years old in 11 municipal schools in a medium size city in the state of São Paulo. From the observations, we constructed 27 episodes of role play. The collected data analyses confirm Elkonin's thesis that role play development is related to the child social reality and indicate the necessity to establish certain conditions for this development in early childhood education. To overwhelm this condition, we argue that the teacher's mediation must be grounded on the understanding of the implications that role play has in the formation of children's personality...

El propósito de este artículo es identificar los temas del juego de roles en la Educación Infantil. El análisis se realizó sobre la base de los estudios de la psicología histórico-cultural. Para Elkonin, en niños de edad preescolar el juego alcanza su máximo desarrollo cuando los niños crean una situación imaginaria de interpretar roles sociales orientados por reglas. Hemos observado situaciones de juego de niños de cuatro años y medio a cinco años y medio en 11 escuelas municipales de una ciudad de tamaño medio del estado de São Paulo. Desde el registro de las observaciones, identificamos 27 escenas de juego de roles. El análisis de los datos recogidos confirma la tesis de Elkonin que el desarrollo del juego de roles se ubica en el conocimiento que los niños tienen de su realidad e indica la necesidad de establecer ciertas condiciones para el desarrollo que se realiza en el preescolar. Argumentamos la necesidad de la mediación basada en la comprensión de la riqueza de las implicaciones que el juego tiene en la formación de la persona...

A roupa nova da interpretação / The new style of interpretation / Los trajes nuevos de la interpretación

A autora interroga a pertinência da distinção entre Interpretação e Construção, em particular na análise de crianças. Propõe definir o estatuto de interpretação não a partir de sua forma, mas a partir de seu efeito, tanto sobre o psiquismo quanto sobre o processo analítico. A forma da interpretação será considerada como uma ferramenta que facilita a comunicação com o paciente e constitui um vocabulário específico, que se harmoniza com seu nível de simbolização. Exemplos clínicos propõem, como vias de reflexão, diferentes modalidades de interpretação, da linguagem do corpo e do ato até a da dramatização, bem como um trabalho com os espaços e limites identitários, em particular com os pais.

The author examines the relevance of the distinction between interpretation and construction, specifically in child analysis. She suggests defining the statute of interpretation not by its form but by its effect on both the psychic apparatus and the analytic process. The form of interpretation will be considered as a tool for facilitating communication with the patient, constituting a specific vocabulary that corresponds to his level of symbolization. Clinical examples suggest, as channels of reflection, different modes of interpretation, from body language and the language of actions to that of role play, as well as working on the spaces and limits of identity, in particular with parents.

La autora se interroga sobre la pertinencia de la distinción, entre Interpretación y Construcción, específicamente en el análisis de niños. Propone definir el estatuto de interpretación no a partir de su forma, sino a partir de su efecto, tanto sobre el psiquismo como sobre el proceso analítico. La forma de la interpretación será considerada como una herramienta que facilita la comunicación con el paciente y constituye un vocabulario específico, que está en harmonía con su nivel de simbolización. Ejemplos clínicos proponen, como vías de reflexión, diferentes modalidades de interpretación del lenguaje del cuerpo y del acto hasta la dramatización, así como un trabajo con los espacios y los límites identitarios, peculiarmente con los padres.

Research progress of the reform of object of practice in nursing skills teaching / 中国实用护理杂志

Objective To review the relevant literature,analyze development and application effect of the reform of object of practice in nursing skills teaching.Methods The literature was checked with the key word nursing skills teachingin Chinese journal full-text database from 1998 to 2013.Results In the nursing skills teaching,the reform of object of practice was helpful for nursing students to understand and master professional skills,to combine theoretical knowledge and skills; At the same time,it can enhance the communication ability of nursing students and active learning consciousness,cultivate the team cooperation spirit of nurses,improve the interest in nursing specialty courses,practical and comprehensive ability,effectively shorten the distance of classroom teaching and clinical practice.Conclusions Nursing educators should make reform of object of practice in nursing skills teaching,combine reform of object of practice with advanced teaching method,overcome the shortcomings of traditional technique teaching.

The application of simulated patient role play in the inquiry and the medical record writing teaching / 中华医学教育探索杂志

Objective To explore the application and effectiveness of simulated patient role play in the inquiry and the medical record writing teaching.Methods Carrying out the teaching model of simulated patient role play in the Second Clinical Medical College of Southern Medical University to the undergraduate students of grade 2009 snd 2010 in diagnose inquiry and medical record writing training class.A self-designed student questionnaire mainly about atmosphere of class,study enthusiasm,Self-evaluation of learning efficiency,the effect of the medical record writing in-class training and so on was used to do the survey.On the other hand,questionnaire for teachers included students' performance,students' writing ability,etc.100 students and 50 teachers were investigated with the survey.The percentage of the options of each question on the questionnaire was calculated in order to analyze the new teaching mode.Results The random questionnaire survey showed that 85％ (85/100) of the students believe that the new teaching mode can activate classroom atmosphere and improve learning motivation.About 62％(62/100) of the students said medical record writing errors can be obtained and corrected timely in-class training.Most students in grade 2009 have better capacity in medical record writing than those students who did not contact with new teaching mode.Conclusion The teaching model of simulated patient role play in the analogue inquiry and medical record writing is efficient and feasible in medical education,which can improve students' practical ability and is expected to be applied in undergraduate medical education.

Improving Communication Skill Competency in the Emergency Department through Role Play and Direct Observation

PURPOSE: Good communication between patient and medical staff in an emergency department (ED) fosters patient satisfaction and improves healthcare outcomes. Assessment and implementation of training is key in providing better patient care. The purpose of this study is to evaluate the effect of providing communication skills training to ED physicians and nurses using problem identification, role playing and direct observation. METHODS: The ED faculty in collaboration with an external communications expert group developed a communication skills training manual. The training group participated in simulated patient scenarios followed by video feedback and debriefing sessions. The participants were assessed on their communication skills while delivering care to live patients in real clinical situations before and after the training. The communication skills of the training group were compared with those of the control group. RESULTS: A total of 28 residents and nurses from two departments were enrolled in this study. Pre- to post-training scores (scale 1-5) for the training group improved from 3.0 [2.8, 3.9] to 3.9 [3.1, 4.3] (p=0.025). However, the pre- and post-score difference between the training and control groups was not statistically significant. CONCLUSION: Role play training has been found to be effective in improving communication skills. However, future research is required to develop a more effective training method and determine how to facilitate training implementation in complex clinical healthcare settings, such as the ED.

Applications of PBL combined with role play teaching method in the clinical teaching of emergency internal medicine / 中华医学教育探索杂志

Objective To investigate the application effect of Problem based learning (PBL) combined with role play teaching method in the training of emergency internal medicine.Methods Totally 60 medical students were randomly divided into two groups.The students in the observation groop were trained with PBL teaching method while those in control group were trained with traditional teaching method.The practical performances of the students in both groups were evaluated by virtual experience of dealing with patients in the emergency department through the role play teaching method.The grasp of basic knowledge was assessed by writing tests.Finally all the students in the observation group answered a survey about the teaching methods.Results There was uo difference in the scores of the basic knowledge test between the two groups ( P ＞ 0.05 ).The practical ability of the observation group was much better than that of the control group in the role play practice ( P ＜ 0.05 ).Almost all the students in the observation group accept the PBL teaching method.Conelusion PBL combined with role play teaching method is effective based on the characteristics of emergency medicine.

Teaching exploration on simulation of enteral nutrition nursing skills training for nursing students in junior college / 中华医学教育探索杂志

Objective To explore the teaching efficacy of applying scene simulation in enteral nutrition nursing skills training.Methods Totally 126 nursing students were randomly divided into 2 groups:experiment group with scene simulation teaching method and control group with traditional teaching method.Comparison of teaching efficacy between the two methods was made.Results The students in experiment group can skillfully complete nutritional care and get the praise of teachers.The satisfied patients made by students in experiment group were higher than those in control group 14.28％ - 19.05 ％ ( P＜0.05 ).The assessment scores of theoretic knowledge test and enteral nutrition nursing manipulation examination and comprehensive nursing skill test were higher in experimental group than in control group 6.69 - 11.94 ( P＜0.005 ).Conclusion Scene simulation teaching method is suitable for enteral nutrition nursing skill training and is favored by nursing students.