Learning through online role-playing: A narrative inquiry

Abstract

This qualitative study explores the experiences of fourth-year student nurses from a higher education institution in Aklan engaged in online role-playing. Utilizing a narrative inquiry, the research involved six participants who underwent in-depth interviews. The analysis employed Connelly and Clandinin's (1990) narrative inquiry tools: broadening, burrowing, and restorying. The findings reveal four (4) themes: emotional experience, learning through flexible option, appreciating synchronous role-playing, and facing challenges. Online role-playing emerged as a flexible and effective learning method, enhancing critical thinking, communication, and empathy skills, despite initial emotional challenges and technical issues. Participants valued the immediate feedback from instructors, which improved their confidence and practical abilities. Although it lacks the hands-on practice of face-to-face clinical interactions, online role-playing remains a viable alternative learning tool for student nurses.