Evaluating the Use of Role-Playing Scenarios on Mood Change and Empathy in Undergraduate Psychiatric Nursing Students

The time nursing students have their first interviews with patients who have psychiatric problems they may not be aware of how to communicate with them; because stereotypes and stigma are associated with individuals who have psychiatric diagnosis. The aim of this educational project was to develop and evaluate the use of role-playing scenarios on mood change and empathy in undergraduate psychiatric nursing students. This semi-experimental study was conducted with 18 undergraduate nursing students during one course of nursing training; and data were collected through Jefferson Scale of Physician Empathy (JSPE) questionnaire and Profile of Mood States (POMS) before and after 9 nurse-patient roles for such communication trainings. Significant differences in mood and empathy of undergraduate nursing students were not found in pre- and post-role playing phases. Significantly lower change mood and empathy with role-playing may reflect fear، confusion-bewilderment and concerns. Suggestions are offered as role-playing scenarios performed with more sessions، larger samples and use of other teaching methods such as educational video.