ABSTRACT
BACKGROUND: As part of a global health professional development class, the authors designed an educational activity for nursing students to write and perform 5-minute monologues based on interviews with individuals involved in global health. The goals of this educational activity included developing empathy, teaching qualitative research methods, and strengthening writing and presentation skills while encouraging students to engage with global health practitioners and real-world global health recipients. METHOD: Groups of four to five students used information from interviews with key informants working or receiving care in the global health context to develop monologues with the assistance of theatre professionals. Students presented the monologues at the end of the semester. RESULTS: Student self-report and feedback from key informants indicated success in fulfilling the learning objectives. CONCLUSION: The innovative use of a monologue-based theatre component in an academic course increased empathy in undergraduate nursing students. [J Nurs Educ. 2019;58(11):653-656.].
