Abstract
Objective: To describe the perceptions and satisfaction of nursing students regarding the role-play teaching method and to identify associated factors at Dai Nam University in 2024.
Methods: A cross-sectional study was conducted on 283 nursing students from the first to the fourth year at Dai Nam University between November 1, 2024 and March 30, 2025. Perception was measured using the scale developed by Dawood, E., while learning satisfaction was assessed using the instrument designed by Cho, Y. H., and Kweon, Y. R.
Results: The mean perception score toward the role-play method was 3.99 ± 0.55, with component scores ranging from 3.89 to 4.01. The mean satisfaction score was also relatively high (4.06 ± 0.51). Factors associated with perception and satisfaction included academic year and the duration of each role-play session.
Conclusion: Nursing students demonstrated relatively high levels of perception and satisfaction with the role-play method. The role-play approach should continue to be maintained in applicable subjects and expanded to other suitable courses. Optimizing the duration and content of role-play activities for each academic year may further enhance students’ perception and satisfaction.
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References
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