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1.
Soins Psychiatr ; 37(306): 23-7, 2016.
Article in French | MEDLINE | ID: mdl-27615698

ABSTRACT

In psychiatric care, the specific physical relationship that the nursing staff have with people in distress must be taken into account. In a workshop, this physical relationship extends to the group. In a theatre workshop, it is even more complex as the body is engaged in play, in character and sometimes in front of an audience. This article describes the experience of participants and nurses with regard to the particularity of the body within the theatre setting.


Subject(s)
Education , Mind-Body Relations, Metaphysical , Nurse-Patient Relations , Psychiatric Nursing/education , Psychodrama/education , Curriculum , France , Group Processes , Humans , Psychiatric Nursing/methods , Psychodrama/methods
2.
Gerontol Geriatr Educ ; 36(2): 204-22, 2015.
Article in English | MEDLINE | ID: mdl-25671588

ABSTRACT

One barrier to the expansion of geriatric health care providers is the limited desire of nursing students to work with older adults. The purpose of this study is to evaluate the feasibility of using ethnodrama as an intervention to highlight late-life potential. Twelve baccalaureate nursing students were paired with 12 residents of an assisted living facility to complete transformative learning activities focused on the topic of late-life potential culminating in a performance of an ethnodrama developed from these data. Transcripts of initial student meetings, self-reflections, the performance, postperformance discussion, and open-ended survey questions were analyzed using in vivo and pattern coding. Older adult participants recognized and emphasized positive late-life potential, whereas students explored potential throughout the life span and reflected on its meaning in their own lives. Increasing discussion about late-life potential may alter the stigma associated with aging.


Subject(s)
Geriatrics , Nurse-Patient Relations/ethics , Psychodrama , Students, Nursing/psychology , Adult , Aged , Geriatrics/education , Geriatrics/methods , Humans , Intergenerational Relations , Male , Program Evaluation , Psychodrama/education , Psychodrama/methods , Teaching
3.
Apuntes psicol ; 31(3): 335-342, sept.-dic. 2013.
Article in Spanish | IBECS | ID: ibc-131855

ABSTRACT

Se pretende reflejar dos procesos simultáneos de creatividad, crecimiento y cambio, ambos a través del psicodrama. Mediante la exposición del trabajo psicodramático con un caso de duelo, se describe la evolución de la “paciente” en su reconciliación con la vida y se muestra cómo la terapeuta en formación va desarrollando la seguridad y espontaneidad necesaria en su práctica professional (AU)


It aspires to reflect two simultaneous processes on creativity, personal growth and change, both through Psychodrama. By the showing of a psychodrama training on a mourning case, the “patient” evolution is detailed in her reconciliation with life, and it shows how the therapist in training goes developing the necessary self-confidence and spontaneity for her professional practice (AU)


Subject(s)
Humans , Female , Adult , Grief , Bereavement , Psychodrama/methods , Psychotherapeutic Processes , Psychotherapy/education , Psychodrama/education , Acting Out , Widowhood/psychology
5.
J Cancer Educ ; 24(4): 297-300, 2009.
Article in English | MEDLINE | ID: mdl-19838888

ABSTRACT

BACKGROUND: The current study examines the effectiveness of theater in educating African American women about breast cancer. METHODS: Four hundred and forty-eight participants viewed a play entitled Stealing Clouds. Employing a retrospective/pre-post test design and paired sample t tests, researchers assessed the effectiveness of theater in increasing participants' knowledge about breast cancer and likelihood of participating in efforts to address and reduce breast cancer disparities. RESULTS: Results indicated that the play succeeded in increasing knowledge and awareness about breast cancer and intentions to improve health related behaviors. CONCLUSIONS: Findings suggest that theater may be an effective tool in educating African Americans about breast cancer.


Subject(s)
Black or African American/education , Breast Neoplasms/prevention & control , Health Knowledge, Attitudes, Practice , Health Promotion/methods , Psychodrama/education , Women's Health , Evaluation Studies as Topic , Female , Health Behavior , Humans , Patient Education as Topic , Retrospective Studies
7.
Rev. eletrônica enferm ; 9(1)abr. 2007.
Article in Portuguese | LILACS, BDENF - Nursing | ID: lil-671075

ABSTRACT

Revisão integrativa de literatura sobre dramatização no ensino de enfermagem. Objetivo: realizar levantamento bibliográfico de publicações de enfermagem, relacionadas à utilização da dramatização como estratégia no ensino de Enfermagem. Metodologia: foram verificadas as bases COCHRANE, MEDLINE, CINAHL, LILACS, USP/SIBI-Net/ DEDALUS, OVID, ERIC e PERIENF. Diferentes contextos da temática Dramatização foram analisados em quatro camadas interativas. A dimensão temporal das publicações variou entre 1994 a 2005. Resultados: foram encontrados 31 estudos e realizada análise contextual da temática Dramatização sob o contexto imediato ?A Dramatização e o Indivíduo?; sob o contexto específico, à luz do ?Curso de Enfermagem e a Profissionalização?; sob o contexto geral, refletindo sobre a ?Dramatização e a Escola? e relacionado ao metacontexto, à guisa da ?Dramatização e a Educação?. Conclusão: ficou evidente a preocupação do docente com a motivação dos discentes no processo de ensino-aprendizagem, em busca da (re)elaboração das competências do futuro profissional, onde a aprendizagem eficaz atua no domínio da reestruturação dos conceitos, das competências operativas e do crescimento pessoal. A dramatização valoriza o saber do educando, instrumentalizando-o para transformação da realidade e de si mesmo. Possibilita estabelecer sua participação ativa no processo educativo, contribuindo na formação de um profissional reflexivo, ético, crítico e criativo.


Integrative review of the literature about the role playing in nursing education. Objective: review of the bibliographical publication survey of nursing, related to the use of the role playing as strategy in the nursing education. Methodology: the bases had been verified COCHRANE, MEDLINE, CINAHL, LILACS, USP/SIBI-Net/ DEDALUS, OVID, ERIC and PERIENF. The different contexts of the thematic Role Playing had been analyzed in four interactive levels. The temporal dimension of selected publications varied in the period of 1994 the 2005. Results: 31 studies had been found that in the contextual analysis had been characterized under the immediate context ?The Role Playing and the Person?; under the specific context, the ?Course of Nursing and the Profession?; under the context general, the ?Role Playing and the School? and related to metacontexto, the ?Role playing and the Education?. Conclusion: the concern of the nurse educator with the motivation of the students learning was evident, in search of the construction of the competences of the professional future, where the efficient learning acts in the domain of the reorganization of the concepts, the operative abilities and the personal growth. The role playing values knowing of the student, collaborating for the transformation of the reality and itself even. It makes possible to establish its active participation in the educative process, contributing in the formation of reflective, ethical, critical and creative a professional.


Revisión integrativa de la literatura sobre la dramatización como estrategia de enseñanza en enfermería. Objetivo: realizar un levantamiento bibliográfico de publicaciones de enfermería, en el período de 1994 a 2005, relacionado con la utilización de la dramatización. Metodología: fueron estudiadas las bases de datos electrónicos COCHRANE, MEDLINE, CINAHL, LILACS, USP/SIBI-DEDALUS, OVID, ERIC y PERIENF. Resultados: fueron encontrados 31 estudios, se refieren a la dramatización en el proceso de aprendizaje. Los diversos contextos de la dramatización temática habían sido analizados en cuatro niveles interactivos: contexto inmediato ?la dramatización y la persona?; contexto específico, el ?curso de enfermería y profesión?; el contexto general, la ?dramatización y la escuela? y el metacontexto, la ?dramatización y educación?. Conclusión: quedo evidente las preocupaciones del docente con la motivación de los alumnos en el proceso de enseñanza-aprendizaje, en búsqueda de la (re)elaboración de las competencias del futuro profesional, el aprendizaje eficaz actúa en el dominio de la reestructuración de los conceptos, de las competencias operativas y del crecimiento personal. La dramatización contribuye en la valorización del saber del educando, instrumentalizándolo para la transformación de la realidad y de sí mismo. Posibilita establecer su participación activa en las acciones de salud, para que él mismo ejerza su trabajo crítico y creativo.


Subject(s)
Learning , Education, Nursing/methods , Teaching , Psychodrama/education
8.
Nurse Educ Today ; 27(3): 203-9, 2007 Apr.
Article in English | MEDLINE | ID: mdl-16790301

ABSTRACT

Learning disability nurse education, with a current emphasis on inclusive practice and a history of listening to the person with the disability, is well placed to take advantage of more 'experimental' forms of classroom teaching. In this article we argue for the use of forum theatre as a method of addressing topics from practice within an educational setting. Based on our emergent and exploratory work with students we detail at length the theoretical background that supports such an approach and contextualise the issues with reference to a short piece of drama we have used successfully with different student groups. We feel that the success of this method is due to the involvement of students in directing their own education as well as the inclusion of individuals labelled with learning disability as an integral part of the process.


Subject(s)
Education, Nursing, Baccalaureate/organization & administration , Intellectual Disability/nursing , Psychodrama/organization & administration , Communication , Decision Making, Organizational , Health Knowledge, Attitudes, Practice , Health Services Needs and Demand , Health Services Research , Humans , Intellectual Disability/psychology , Knowledge , Models, Educational , Nurse's Role/psychology , Nurse-Patient Relations , Nursing Education Research , Nursing Methodology Research , Patient Participation , Patient Rights , Philosophy, Nursing , Pilot Projects , Politics , Power, Psychological , Program Evaluation , Psychodrama/education , Students, Nursing/psychology
9.
Hum méd ; 6(3)sept.-dic. 2006.
Article in Spanish | CUMED | ID: cum-32855

ABSTRACT

A través de la teoría del vínculo de Enrique Pichón Riviére nos proponemos rescatar una visión totalizadora acerca de la huída del método clínico de los principales escenarios de formación. Un mal ejercicio del método clínico parte de una resistencia al depósito. Esta aseveración, develada tras analizar cómo se dan las relaciones de objeto en el campo interno entre médico y paciente, nos permite comprender porqué no se aplica el método clínico; todas las demás explicaciones anunciadas hasta el momento, quedan marginadas al campo externo de relación(AU)


Subject(s)
Psychodrama/education
10.
Cienc. enferm ; 10(2): 15-19, dez. 2004.
Article in Spanish | LILACS | ID: lil-395925

ABSTRACT

El contexto actual de la enseñanza de graduación en la enfermería brasileña apunta a la necesidad de repensar la formación profesional, incluyendo cambios curriculares con énfasis en la articulación teórico-práctica y en estrategias de enseñanza activas con enfoque vivencial, buscando una actuación crítica, humana y creativa. Cabe destacar que el Informe para la UNESCO de la Comisión Internacional sobre la Educación para el Siglo XXI (Delors, 2001) indica cuatro pilares básicos esenciales orientadores de la política educacional de todos los países: aprender a conocer, aprender a vivir juntos, aprender a hacer y aprender a ser. La propuesta de este estudio es reflexionar sobre el uso del psicodrama pedagógico como estrategia para la enseñanza en enfermería. El psicodrama aplicado a la educación posibilita el desarrollo de la espontaneidad, creatividad y sensibilidad necesarias para el ejercicio del trabajo grupal, involucrando la comprensión de las relaciones humanas. Lo cotidiano en salud demanda que el profesional movilice recursos y conocimientos para reconocer las singularidades de las situaciones, lo que se relaciona con el desarrollo de la espontaneidad y la creatividad.


Subject(s)
Humans , Curriculum , Education, Nursing , Psychodrama/education , Brazil , Universities
11.
Nurse Educ Today ; 15(3): 224-7, 1995 Jun.
Article in English | MEDLINE | ID: mdl-7616947

ABSTRACT

This paper examines aspects of a drama project in which a play Syncing Out Loud was produced for Mental Health Week. The project sought to raise community awareness about schizophrenia, as well as to provide an alternative educational experience for students enrolled in a preregistration nursing program. The programs conceptual approach is discussed. Particular referenced is made to the use of drama as a educational tool which can develop experiential sensitivity to the issues and concerns of health service consumers. The experiences of students involved in Syncing Out Loud are examined.


Subject(s)
Education, Nursing, Baccalaureate/methods , Psychiatric Nursing/education , Psychodrama/education , Schizophrenia/nursing , Humans
12.
Rev. bras. enferm ; 46(3/4): 314-6, jul.-dez. 1993.
Article in Portuguese | LILACS, BDENF - Nursing | ID: lil-143758

ABSTRACT

Examinam-se os principais conceitos do método psicodramático e as possibilidades de utilizaçäo deste na educaçäo de enfermeiras, através do emprego de técnicas psicodramáticas, particularmente o "role-playing" em sala de aula, com o objetivo de desenvolver relaçöes interpessoais e papéis sociais, por meio da educaçäo da espontaneidade. Säo relatadas duas situaçöes em que foi empregada esta técnica na disciplina "Integraçäo do Estudante de Enfermagem à Profissäo", dirigida a alunos do 1§ ano do Curso de Graduaçäo em Enfermagem da UNICAMP. Verifica-se que sua utilizaçäo propicia ao aluno vivenciar os três diferentes momentos que constituem o jogo de papéis: o "role-taking", o "role-playing" e o "role-creating".


Subject(s)
Psychodrama/education , Role , Role Playing , Education, Nursing/methods , Interpersonal Relations
13.
Nurse Educ Today ; 13(3): 232-6, 1993 Jun.
Article in English | MEDLINE | ID: mdl-8326946

ABSTRACT

RN students in a 2-year post-diploma programme undertake the integration of the concept of family as client, and the relationship between chronic illness and the work of families. The authors present a collaborative, interdisciplinary strategy to teach family assessment, which combines the resources and talents of nurses and drama students.


Subject(s)
Education, Nursing, Baccalaureate/methods , Family Therapy/education , Psychiatric Nursing/education , Psychodrama/education , Humans , Nursing Assessment , Patient Care Team
16.
Rev. Hosp. Psiquiátr. La Habana ; 26(3): 329-38, jul.-sep. 1985. tab
Article in Spanish | CUMED | ID: cum-5036

ABSTRACT

El estudio mediante preguntas abiertas y de selección a dos grupos de alumnos de cuarto año de medicina que participaron en una actividad docente experimental donde se impartió el tema de los trastornos de personalidad obsesiva y paranoide, utilizando comparativamente las técnicas de escenificación y conferencia, evidenció iguales resultados inmediatos en lo relativo a posibilidad de reproducir y reconocer los conocimientos transmitidos, pero mejores redimientos a favor de la escenificación, luego de transcurridos quince días, especialmente en los relativo a reproducción de la materia que resultó de más difícil asimilación. Los autores recomiendan profundizar en el estudio de la escenificación in vivo como recurso docente y sugieren se incremente la utilización de otras técnicas basadas en imágenas en movimiento cuando no sea factible la valoración de enfermos modelos, en la enseñanza de la psicopatología (AU)


Subject(s)
Humans , Male , Female , Personality Disorders , Psychodrama/education , Psychiatry/education
17.
Rev. Hosp. Psiquiátr. La Habana ; 26(3): 329-38, jul.-sept. 1985. tab
Article in Spanish | LILACS | ID: lil-27212

ABSTRACT

El estudio mediante preguntas abiertas y de selección a dos grupos de alumnos de cuarto año de medicina que participaron en una actividad docente experimental donde se impartió el tema de los trastornos de personalidad obsesiva y paranoide, utilizando comparativamente las técnicas de escenificación y conferencia, evidenció iguales resultados inmediatos en lo relativo a posibilidad de reproducir y reconocer los conocimientos transmitidos, pero mejores redimientos a favor de la escenificación, luego de transcurridos quince días, especialmente en los relativo a reproducción de la materia que resultó de más difícil asimilación. Los autores recomiendan profundizar en el estudio de la escenificación in vivo como recurso docente y sugieren se incremente la utilización de otras técnicas basadas en imágenas en movimiento cuando no sea factible la valoración de enfermos modelos, en la enseñanza de la psicopatología


Subject(s)
Humans , Male , Female , Personality Disorders , Psychiatry/education , Psychodrama/education
20.
Psychiatr Prax ; 6(2): 91-9, 1979 May.
Article in German | MEDLINE | ID: mdl-461583

ABSTRACT

Basing on an intergative concept in which various aspects of learning and behavioral therapy, depth psychology and communication therapy overlap, the article surveys the possibilities and limitations (inherent risks) of playing "divided parts" in theatrical fashion as part of psychiatric training. A section on the basic technique describes how a play according to divided roles is built up in practice. From the viewpoint of a theory of playing divided roles, the functions, aims and a system of typology are discussed.


Subject(s)
Psychodrama/education , Role Playing/education , Socioenvironmental Therapy/education , Germany, West , Group Processes , Humans , Role Playing/methods
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