Role play: Power, self-determination, and violence prevention
Objective: The worksheet aims to sensitize learners to the dynamics of power and self-determination in nursing care in order to practice preventive strategies against violence.
Contents and methods: The core of the worksheet is a role-play that simulates a stressful situation between a nurse and a patient. Learners take on roles such as caregiver, patient, and observer to first reenact the situation as it often occurs in everyday life and then develop a violence-preventive alternative. Detailed role cards provide guidance on portraying emotions such as fear, anger, and frustration. Concluding reflection questions serve to analyze the situations played out and transfer them to everyday practice.
Skills:
- Empathy: Putting oneself in the shoes of caregivers and patients
- Conflict resolution: Practicing preventive and de-escalating action strategies
- Self-reflection: Questioning one's own emotional reactions in stressful situations
Target group and level: The worksheet is aimed at people in nursing professions or in training.
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Target group and level
people in nursing professions or in training
Subjects
Role play: Power, self-determination, and violence prevention
The goal of the role-playing game
- Raising awareness of situations in which power and self-determination play a role
- Recognizing the potential for violence
- Practicing preventive and de-escalating action strategies
Assignment
- Read through the scenario.
- Each participant draws a card on the topic with a role.
- Write a dialogue between yourselves.
- Now think together about how the dialogue could be revised to include violence prevention measures and write down your ideas.
- First, act out the situation as it often plays out in everyday life.
- Then act out an alternative solution that includes violence prevention.
Scenario
At St. Mary's Hospital, the Emergency Department was bustling with activity. Nurses and doctors moved swiftly between patients, attending to their needs with focused urgency. Among the chaos, Nurse Emily found herself assigned to a patient who had been admitted earlier in the afternoon. Mr. Thompson, a middle-aged man with a history of mental health issues, had been brought in by paramedics after displaying aggressive behavior at home.
As Emily approached Mr. Thompson's room, she could hear the faint sound of his agitated voice. Her heart began to race as she recalled the briefing from the paramedics, who had warned the staff about his unpredictable behavior. She took a deep breath, trying to steady her nerves and prepare herself for the encounter.
Inside the room, Mr. Thompson sat on the edge of his bed, his eyes darting around the sterile environment. His fists clenched and unclenched as he muttered under his breath, his agitation palpable. Emily stepped inside cautiously, mindful of maintaining a calm and composed demeanor despite her unease.
The room felt tense, the air thick with the possibility of an outburst. Emily's instincts told her to keep a safe distance, yet her professional duty compelled her to engage. She moved deliberately, taking note of his body language, ready to respond to any sudden movements. Her unsettled feelings were hard to shake, a result of experience with similar situations where control could quickly slip away.
As she performed her duties, Mr. Thompson's agitation seemed to escalate. He shifted restlessly, his breathing growing more labored as he glanced at her with suspicion. Emily's mind raced with strategies to de-escalate the situation, recalling her training in calming techniques and the importance of maintaining a soothing tone.
The bustling noises from the corridor outside seemed distant, her focus narrowed on the volatile atmosphere within the room. Emily felt acutely aware of her surroundings, the exit door positioned strategically behind her, a reminder of the potential need for a quick retreat.
Despite her unsettled state, Nurse Emily continued to work diligently, her professionalism guiding her actions as she navigated the delicate balance between providing care and ensuring safety in a situation fraught with uncertainty.
Role card: Nurse Emily
Role card: Patient Mr. Thompson
Role card: Observer
Create a dialog in the group.
Now think together about how the dialogue could be revised to include violence prevention measures, and write down your ideas.
Solution for the teacher
Nurse Emily: (Approaching cautiously) Good afternoon, Mr. Thompson. I'm Nurse Emily, here to check on you and make sure you're comfortable.
Mr. Thompson: (Glancing suspiciously) Comfortable? In this place? You people just want to control me.
Nurse Emily: (Maintaining a calm tone) I understand this environment can feel overwhelming. I'm here to help and make sure you get the care you need.
Mr. Thompson: (Fists clenching) I don't need help! I need to get out of here!
Nurse Emily: (Standing at a safe distance) I hear you, Mr. Thompson. It must be frustrating to feel confined. Let's see what we can do to make you feel a bit more at ease.
Mr. Thompson: (Restlessly shifting) I don't trust any of you. What's your real plan?
Nurse Emily: (Reassuringly) There's no hidden agenda. My only goal is to ensure you're safe and taken care of. If you have any specific concerns, I'm here to listen.
Mr. Thompson: (Raising his voice, agitated) I just want to be left alone.
Nurse Emily: (Soothingly) I will give you some space, Mr. Thompson. I'll be right outside if you need anything or if you have questions. Your comfort is important to us.
Mr. Thompson: (Breathing heavily, still suspicious) Fine. But don't think I'm not watching you.
Nurse Emily: (Nodding supportively) I respect that, Mr. Thompson. I'll be here when you're ready to talk or if you need anything.
Reflection & Transfer
Answer the following questions.