WELCOME
“I hear I forget; I see I
remember; I do and I
understand”
ROLE PLAY
“Teaching strategy in which a
situation is dramatized by a
group by playing specific roles,
as desired by the situation,
under the direction of the
teacher for deriving useful
educational experiences”
As a teaching – learning form, role playing is
useful for developing communication skills
involving emotion and encouraging groups
work. Many teachers confuse role playing and
drama. Although that are similar, they are also
very distinct in styles. Perhaps the most
strategic point of difference is handling of the
subject matter, genuine drama requires a
scripts
CONT….
TERMINOLOGIES
Empathy – the ability to share some one
else feelings or experiences by imaging
what it would be like in the situation.
briefing-- The act of giving in advance
specific instructions or information.
Consensus – a general accepted opinion or
decision among a group of people.
Insight – the ability to have a clear , deep
and something sudden understanding of a
complicated problem or situation.
CONT…
Purpose of role playing in nursing
education
To develop specific skill
To develop a situation for analyse
To developing understanding of points of
views of others
Increasing students insight into typical ways
of dealing
Length of the role play will make the
situation clear and awareness can be created
in the mind of the students
CONT…
Values of role playing
The actors really tries to feel the part
tries to feel the part of the character he is
portraying and the audience gets some
kind of emotional involvement.
It is enjoyed by people who do it.
It also fullfills some of the very basic
principles of the teaching- learning
process such as learner involvement and
intrinsic motivation.
CONT…
The involvement of the role playing
participants can create both an emotional
and intellectual attachment to the subject
matter at hand. If a skilful teacher has
accurately matched the situation to the
needs of his group, the solving of realistic
life problems can be expected.
Individual may develop new skills for dealing
with problems in human relations.
Principles of role play
As a teaching techniques , role playing is based on the
philosophy that meanings are in people, not in words or
symbols.
Creating a teaching situation which can lead to the change
of self concepts requires a distinct organizational pattern
Should be flexible
Should be stimulant to think and should not be an escaped
from disciplines of learning
CONT……….
Requires rehearsal is an important
feature to produce effective outcome and
an audience to help players interpret
their role.
Should be able to analyse and evaluate
which is an essential element to gain
maximum learning benefits.
Should be done for a brief period
Types of role playing
[Link]
It deals with the interactions of
people with other individuals or
groups e.g. mother, nurse, leader
etc. it always involves situations of
more than one person and deals
with problems that a majority of
the group face in executing their
roles.
CONT…
[Link]
Practiced in group setting, mainly concerned with
the unique needs and problems of a particular
individual. It should not be attempted except under
guidance of a trained therapist.
A psychotherapeutic technique in which people
are assigned roles to be played spontaneously
within a dramatic context devised by a therapist in
order to understand the behaviour of people with
whom they have difficult interactions.
STEPS IN ROLE PLAYING
[Link] a problem for role playing, it may
be done by:
The group leader , who recognizes a problem that
can be used effectively and suggests it to the
group.
The group can list problems on the black board
and decide which problem they want to work out.
2. Set up the role playing scene;
The group should come to a clear agreement on
the chief objectives to be realized in the role play.
The group work together with the leader decide
What character to be involved
The attitudes and personalities of the characters.
The setting of the story
The point on which the story should begin
CONT…
The leader may brief the players on
the situation which they have decided
they want to portray. The leader may
arbitrarily assign individuals to take
the various roles or members may
volunteers to play the different roles
The player’s lines are never fixed but
for just what the character thinks his
character would say in a given
situation.
3. Getting underway in the role
playing.
The player should be given sometimes to
warm up or to get the feeling of the roles
they are about to play. Specific names ,
other than their own should be used to help
them to get into their roles.4
4. Part the group players
Those members not involved in the actual
role playing act as a observers. They may be
assigned to watch particular role players or
to look for important cues, which come out
of role playing
5. Cutting the role playing
The leader may cut at point where enough action
has already occurred to provide a basis for discussion
6. After the role playing is cut
Get immediate reaction of the role players.
Use in the discussion the role name of each person
so that the player will not feel he is being evaluated
When role players succeed in really projecting
themselves into the roles assigned them, they
usually give during the discussion valuable insight
into the problem and provide additional material for
discussion
7. The audience observers.
- The comments of the audience observers
constitute the least of the role playing as a
discussion technique
- how did the group think the role was
handle
- what are the good point of the action.
- what were the poor points or omission.
8. the role playing scene
The role might be played by different
people so that these might be a comparision
of the behaviour of different people.
[Link] in the use of role playing
- use role play only if when it will be useful not just for the
sake of doing it.
- be careful about the interpersonal relationship within the
group
- avoid un covering deep seated personal problems, which
require professional help.
10 .Summarize
The leader sums up with the group the chief point or
principle which have come out in the playing and the
comment of the observer which follows.
Process of role play
Preparation
Define the problem
Create readiness for the roles
Established the situation
Cast the character
Brief and warm up
Consider the training
Playing
Acting
Stopping
Involving the audience
Analysing the discussion
Evaluating
Specifically role playing can be used
to help student
develop real communication skills in leadership,
interviewing and social interaction and obtain
constructive feed back from peers.
Developed sensitivity to another’s feeling by having
the opportunity to put oneself in another’s place.
Develop skill in group problem solving e.g. the group
work as a whole to developed the problem of
concern to the group. To developed the situation, to
identify critical issues and come to some mutual
agreement.
Develop ability to observed and analyse situations
Practice selected behaviour in a real life situations
without the stress of making mistake.
Role playing helps the
Inteacher
the teaching – learning situation, it provides her
with the opportunity to
Note the individual student needs by observing and
analysing her needs in a simulated real life situation
Assist the student in meeting her own needs by either
giving her or encouraging group members to give her
on the spot suggestion
Encourage independent thinking and action by steping
aside or giving indirect guidance for emphasis is on
the students helping themselves.
Disadvantage
Role playing is a means not an end
It requires expert guidance and leadership
Sometimes participants may feel threatened
Strongly dependent on student’s imagination
Times consuming in group readiness
Requires willing volunteers who would be ready to act
out
CONCLUSION
Hence role playing is relatively a new
technique where people act out
spontaneously to relate human reactions
and analyse the enactment.
REFERENCES
Neerja, K.P (2003).Text book of nursing
education. 1st edition. Jaypee Publishers, New
Delhi. pp 258-263
Heidgerken, L.E. (1982). Teaching and learning
in schools of nursing. 3rd edition. Konark
publishers, New Delhi. Pp. 431-435
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