Ara Jannica Arquiza,
Mary Grace Millan,
Queen Zarah Ravina,
Lizell Christine Umayam
College of Nursing - Our Lady of Fatima University
Mental disorder, in particular to their consequences and their treatments, are of more concern and receive more attention now than in the past because it had become a more prominent subject of attention or several reasons. Moreover, the public has come to expect the medical and mental health professions to help it obtain an improved quality of life in its mental as well as physical functioning. Indeed, there has been a proliferation of both pharmacological and psychotherapeutic treatment.
Quasi-experimental research is a method wherein the treatment variable is manipulated but the groups are not equated prior to manipulation of the independent variable.
The respondents used in this study are thirty irregular third-year nursing students who were able to have their duty at NCMH.
In analyzing data, the statistical treatment used were weighted mean to summarize the result and t-test for independent group to test the difference between the execution of therapeutic communication skills before and after the role playing activity. The comments and suggestions were analyzed and tabulated. Every item was interpreted.
The researchers provided answers to four statements of the problem. After the collection of data, tallying and thorough analysis of the findings, here are the summaries of findings:
o The respondents are made up of 30 3rd year irregular nursing students who recently took their duty in National Center for Mental Health, Mandaluyong City.
o It was seen that the most used therapeutic communication skill of the respondents before performing the role playing activity is the use of focus;
o On the other hand, the most used therapeutic communication skill of the respondents after role playing activity is offering self.
o The overall weighted mean of items before role playing
activity is 3.82 and is lesser compared to the overall weighted mean of items after role playing activity which is 4.2.
o The computed value from the t-test is greater than the tabular value, ?2.4297 > 2.042, thus, the Ho is rejected and the Ha is accepted. Therefore, there is a significant difference between the execution of therapeutic communication skills when performed before the role playing activity and after the role playing activity.
o It was presented by the difference between the execution of therapeutic communication skills when performed before the role playing activity and after the role playing activity that there is a greater weighted mean after the execution of role playing activity. Therefore, role playing is an effective way to enhance the nursing student's ability to communicate with patients suffering mental disorders like schizophrenia.
As a result of the findings, it was therefore concluded that :
o Majority of the 30 respondents, who have been surveyed, were executing the use of "focus" as their therapeutic communication skill before performing the role playing activity.
o Majority of the 30 respondents, who have been surveyed, were executing the use of "offering-self" as their therapeutic communication skill after performing the role playing activity.
o The alternative hypothesis was accepted and the Null Hypothesis was rejected on the given analysis of the statistical treatment, T-test. This confirms that there is a significant difference between the execution of therapeutic communication skills when performed before and after the role playing activity. Hence, the use of role playing has a significant effect and can enhance nursing students' therapeutic communication to schizophrenic patients in National Center for Mental Health, Mandaluyong City.
The aim of this study is to determine if role-playing can enhance nursing students' therapeutic communication to schizophrenic patients.
Specifically, it sought to answer the following questions:
1. How do the nursing students able to execute the therapeutic communication skills before the role playing activity?
2. How do the nursing students able to execute the therapeutic communication skills after the role playing activity?
3. Is there a significant difference between the execution of therapeutic communication skills when performed before the role playing activity and after the role playing activity?
4. Is there a significant effect of role playing in enhancing nursing students' therapeutic communication to schizophrenic patients?
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