During a nursing theory course on therapeutic communication, I experienced one of the most memorable educational experiences of my life. The most memorable activity in the classroom was a role-playing exercise in which students were given different patient scenarios and asked to act out interactions between nurses and patients. While my classmates and teacher observed and gave comments, each student took turns playing the roles of the patient and the nurse. In this exercise, experiential learning in the form of role-playing was the teaching-learning approach employed. This is in line with Kolb's experiential learning theory, which places an emphasis on learning via active exploration, abstract conceptualization, reflective observation, and tangible experience. In this instance, role-playing gave me the opportunity to put my theoretical knowledge to use, consider how I communicate, and get helpful criticism while immersing myself in actual nursing scenarios in a secure setting.
Because it involved learning domains of cognitive by knowing the concepts of therapeutic communication, affective by empathizing with patient feelings, and psychomotor by practicing verbal and nonverbal communication strategies, this strategy worked incredibly well for me. Additionally, the teacher's and classmates' prompt comments encouraged reflective practice, which is well acknowledged in the literature on nursing education as a crucial component of professional development. It was both academically and emotionally stimulating, the experience made a lasting impression. It highlighted the humanistic aspect of nursing care, promoted empathy, and gave concrete form to abstract ideas. I still remember that activity years later while working with actual patients, which emphasizes the long-term benefits of experiential and active learning in the classroom.