Roleplaying Interviews Provide Confidence
Two independent researchers explored the same common issue; the preparation of students in post-secondary programs that train professionals for careers involving in-depth communication and contact with other people. One program trained nursing students whereas the other trained social workers. In both cases, the programs required an extensive training piece to prepare students for their future interactions with patients, this training was often completed through a mock interview process asking students to role-play real world interactions. (Dennison, 2011; Reams & Bashford, 2011).
Both program's researchers found the current method, where students acted as both the interviewer and a patient, lacking. In the nursing program, "When nursing students interviewed one another—one as the patient and the other as the nurse—they unconsciously provided cues or assisted their peer in a knowing way" (Reams & Bashford, 2011, pg.42). In addition, the familiarity with one another meant students struggled to ask more personal questions in a clinical manner (Reams & Bashford, 2011). Concerning social worker students, the traditional role play format allowed for a "safer environment," and the ability to see the situation from the patients point of view, but failed to provide an authentic experience involving an unknown patient in a working context (Dennison, 2011).
Both researchers explored the impact bringing in theatre students to act as patients would have on their students' pursuit of knowledge in the area. Rather than having a traditional role-reversal interview, an experimental group in each study would interview students attending the institutions' theatre programs. These theatre students would be prepped and take on the role of a patient, answering and asking questions appropriately.
After interviews were complete, students answered questionnaires seeking to ascertain the success or failure of the theatre students' introduction. Regarding nursing students' post interview surveys, "... 47% acknowledged increased self-confidence and comfort level for interviewing strangers. In addition, students reported specific benefits of becoming aware of their own body language and of learning how to ask questions and interpret patients' responses" (Reams & Bashford, 2011, pg.46). In addition, the more authentic experience the theatrical activity provided meant many students felt more confident in their communication skills, including, "...interpreting and responding to the unexpected comments of patients, choosing words and questions carefully, and responding to stumping phrases comments by the patient that leave the student nurse stumped as to what to say next" (Reams & Bashford, 2011, pg.46). Similarly, social worker students, "...perceived that theater students provide a more realistic learning experience in terms of actual work with clients" (Dennison, 2011, pg.425). Furthermore, while some benefits of playing both sides were no longer present, students now noted that the experience was: an opportunity to focus on skills development and not a grade, a situation that created a higher level of anxiety prior to the interview closer to actual practice, an opportunity to work with a complete stranger, a communication that may result in unexpected questions or answers prompting impromptu responses (Dennison, 2011). Finally, in both cases theatre students themselves felt they benefited from the less structured performance environment and truly authentic means to practice role-playing and improvisational skills (Dennison, 2011; Reams & Bashford, 2011).
Both of these examples illustrate the power of theatrical activity and storytelling in a non-traditional sense. While students did benefit from previously employed activities, the role swapping interviews, the intervention of theatre students created a situation where researchers argue benefits were present. The integration of theatre students, their improvisational skills, and the fact that the interviews felt less like assignments and more like real world situations (Dennison, 2011; Reams & Bashford, 2011), meant a more complex narrative was formed. One could argue that the addition of a stranger placed the interviewing students in a stronger role, they were no longer viewing their patient as a classmate in an exercise. Through this increasingly authentic experience, students in both programs felt a stronger sense of preparation for their real-world tasks upon graduation (Dennison, 2011; Reams & Bashford, 2011).
Both program's researchers found the current method, where students acted as both the interviewer and a patient, lacking. In the nursing program, "When nursing students interviewed one another—one as the patient and the other as the nurse—they unconsciously provided cues or assisted their peer in a knowing way" (Reams & Bashford, 2011, pg.42). In addition, the familiarity with one another meant students struggled to ask more personal questions in a clinical manner (Reams & Bashford, 2011). Concerning social worker students, the traditional role play format allowed for a "safer environment," and the ability to see the situation from the patients point of view, but failed to provide an authentic experience involving an unknown patient in a working context (Dennison, 2011).
Both researchers explored the impact bringing in theatre students to act as patients would have on their students' pursuit of knowledge in the area. Rather than having a traditional role-reversal interview, an experimental group in each study would interview students attending the institutions' theatre programs. These theatre students would be prepped and take on the role of a patient, answering and asking questions appropriately.
After interviews were complete, students answered questionnaires seeking to ascertain the success or failure of the theatre students' introduction. Regarding nursing students' post interview surveys, "... 47% acknowledged increased self-confidence and comfort level for interviewing strangers. In addition, students reported specific benefits of becoming aware of their own body language and of learning how to ask questions and interpret patients' responses" (Reams & Bashford, 2011, pg.46). In addition, the more authentic experience the theatrical activity provided meant many students felt more confident in their communication skills, including, "...interpreting and responding to the unexpected comments of patients, choosing words and questions carefully, and responding to stumping phrases comments by the patient that leave the student nurse stumped as to what to say next" (Reams & Bashford, 2011, pg.46). Similarly, social worker students, "...perceived that theater students provide a more realistic learning experience in terms of actual work with clients" (Dennison, 2011, pg.425). Furthermore, while some benefits of playing both sides were no longer present, students now noted that the experience was: an opportunity to focus on skills development and not a grade, a situation that created a higher level of anxiety prior to the interview closer to actual practice, an opportunity to work with a complete stranger, a communication that may result in unexpected questions or answers prompting impromptu responses (Dennison, 2011). Finally, in both cases theatre students themselves felt they benefited from the less structured performance environment and truly authentic means to practice role-playing and improvisational skills (Dennison, 2011; Reams & Bashford, 2011).
Both of these examples illustrate the power of theatrical activity and storytelling in a non-traditional sense. While students did benefit from previously employed activities, the role swapping interviews, the intervention of theatre students created a situation where researchers argue benefits were present. The integration of theatre students, their improvisational skills, and the fact that the interviews felt less like assignments and more like real world situations (Dennison, 2011; Reams & Bashford, 2011), meant a more complex narrative was formed. One could argue that the addition of a stranger placed the interviewing students in a stronger role, they were no longer viewing their patient as a classmate in an exercise. Through this increasingly authentic experience, students in both programs felt a stronger sense of preparation for their real-world tasks upon graduation (Dennison, 2011; Reams & Bashford, 2011).