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McLaughlin DE, Freed PE, Tadych RA. Action methods in the classroom: creative strategies for nursing education. Int J Nurs Educ Scholarsh. 2006;3:Article 11doi: 10.2202/1548-923X.1229.
McLaughlin, D. E., Freed, P. E., & Tadych, R. A. (2006). Action methods in the classroom: creative strategies for nursing education. International journal of nursing education scholarship, 3Article 11. https://doi.org/10.2202/1548-923X.1229
McLaughlin, Dorcas E, et al. "Action methods in the classroom: creative strategies for nursing education." International journal of nursing education scholarship vol. 3 (2006): Article 11. doi: https://doi.org/10.2202/1548-923X.1229
McLaughlin DE, Freed PE, Tadych RA. Action methods in the classroom: creative strategies for nursing education. Int J Nurs Educ Scholarsh. 2006;3:Article 11. doi: 10.2202/1548-923X.1229. Epub 2006 Feb 16. PMID: 16646938.
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Int J Nurs Educ Scholarsh. 2006;3:Article 11. doi: 10.2202/1548-923X.1229. Epub 2006 Feb 16.

Action methods in the classroom: creative strategies for nursing education.

International journal of nursing education scholarship

Dorcas E McLaughlin, Patricia E Freed, Rita A Tadych

Affiliations

  1. Saint Louis University, USA. [email protected]

PMID: 16646938 DOI: 10.2202/1548-923X.1229

Abstract

Nursing education recognizes the need for a framework of experiential learning that supports the development of professional roles. Action methods, originated by Jacob L. Moreno (1953), can be readily adapted to any nursing classroom to create the conditions under which students learn and practice professional nursing roles. While nurse faculty can learn to use action methods, they may not fully comprehend their theoretical underpinnings or may believe they are only used in therapy. This article explores Moreno's ideas related to psychodrama and sociodrama applied in classroom settings, and presents many examples and tips for classroom teachers who wish to incorporate action methods into their classes.

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