Student Name Chamberlain University NR-621: Nurse Educator Concluding Graduate Experience I Prof. Name Date Disruptive Student Behaviors in Nursing Education Disruptive student behaviors are actions that interfere with effective teaching and learning in a classroom setting. If not recognized and managed early, such behaviors can intensify and negatively influence both the learning environment and patient care outcomes in nursing education. Examples of disruptive behaviors include incivility, which may manifest as hostile, disrespectful, or aggressive exchanges between students. Additionally, lateral violence, bullying, and verbal confrontations can occur, all of which undermine classroom harmony. Regardless of how these behaviors are defined, their two main consequences remain consistent: they weaken respectful professional relationships and reduce the quality of education, which ultimately impacts the safety of patient care. Disruptive behaviors are not only harmful to the classroom environment but also detrimental to the psychological well-being of students and faculty. Those targeted may experience anxiety, depression, loss of motivation, and even physical health symptoms such as headaches or insomnia. Common manifestations of incivility in nursing classrooms include tardiness, disengagement such as sleeping during lectures, frequent use of cell phones, and overall disrespect toward peers and faculty. Increasing evidence highlights the rise of disruptive behavior disorders, with Attention Deficit Hyperactivity Disorder (ADHD) being particularly significant. Research shows that nearly 40% of adolescents with ADHD demonstrate behaviors that disrupt classroom settings, thereby interfering with instructional flow and engagement (Thompson et al., 2020). Consequently, teachers often divert attention away from instruction to manage behavioral disruptions, leading to frustration for both educators and students while reducing overall learning effectiveness. NR 621 Education Practicum Project Project Multiple factors can contribute to disruptive student behaviors in nursing classrooms. Boredom is often a leading cause; when students do not find the material engaging or view it as irrelevant, they may act out. In some cases, students who feel they already understand the material disengage, which may translate into disruptive actions. Confusion is another common factor. Students who struggle to understand complex nursing concepts may attempt to cope with their frustration by becoming disruptive. Furthermore, resentment plays a role in student behavior. Learners who feel undervalued or unsupported by instructors or peers are more likely to exhibit disrespect or hostility. A study by Latif, Khan, and Khan (2016) emphasizes that feelings of exclusion or lack of acknowledgment often fuel classroom disruptions. Cognitive Rehearsal as an Intervention for Disruptive Behaviors PICOT Question: Should cognitive rehearsal intervention be considered for students exhibiting uncivil behaviors in nursing education, to improve their learning and help prevent failure? Cognitive rehearsal has shown effectiveness in addressing incivility and bullying in nursing education. This structured strategy involves three steps: didactic instruction to build awareness, rehearsing specific language to respond to uncivil encounters, and applying these responses in real-life interactions. This method empowers students to manage hostility constructively, reducing the escalation of conflicts. Effective interventions often combine acknowledgment of disruptive behavior with psychosocial strategies. Psychosocial approaches address both the individual’s psychological state and their interactions with the social environment. Such interventions may include supportive counseling, case management, motivational enhancement, psychotherapy, and relapse prevention strategies. NR 621 Education Practicum Project Communication-focused interventions also play a key role. Surveys of classroom incivility can be used to assess the environment, providing faculty with valuable feedback to design effective communication policies. Reporting mechanisms for uncivil acts, when combined with open dialogue, can encourage a culture of respect and safety. NR 621 Education Practicum Project Project Alongside psychosocial and communication strategies, institutional measures such as zero-tolerance policies help establish clear boundaries. Consistent application of these policies ensures that students understand the consequences of uncivil behavior. Proactive monitoring and early intervention are critical in preventing the escalation of disruptive actions (Khasinah, 2017). Faculty should also model professional behavior, reinforcing respect and accountability in the classroom. Ultimately, addressing disruptive behaviors in nursing education is not only about maintaining classroom order but also about preparing future nurses for professional environments where respect, empathy, and collaboration are essential. Table: Disruptive Behaviors and Intervention Strategies Disruptive Behavior Possible Causes Intervention Strategy Incivility (Aggression, Bullying) Personal conflicts, emotional stress, frustration Cognitive rehearsal, clear communication techniques, peer mediation Tardiness and Sleeping Boredom, disengagement, lack of accountability Interactive teaching strategies, increased participation, clear attendance policies Excessive Cell Phone Use Distraction, lack of engagement, social dependency Establishing classroom rules, incorporating technology meaningfully into lessons Confusion or Misunderstanding Difficulty understanding material, unclear instructions Tutoring support, step-by-step explanations, structured learning aids Resentment and Disrespect Feeling ignored or undervalued by peers or instructors Counseling support, acknowledgment of student concerns, promoting inclusivity Bullying or Lateral Violence Competitive culture, lack of empathy, power struggles Conflict resolution training, faculty intervention, safe reporting systems References Khasinah, S. (2017). Managing disruptive behavior of students in language classroom. Englisia: Journal of Language, Education, and Humanities, 4(2), 79-89. Retrieved from http://103.107.187.25/index.php/englisia/article/view/1661 Latif, M., Khan, U. A., & Khan, A. N. (2016). Causes of students’ disruptive classroom behavior: A comparative study. Gomal University Journal of Research, 32(1), 44-52. Retrieved from http://www.gujr.com.pk/index.php/GUJR/article/view/139/49 NR 621 Education Practicum Project Thompson, A. M., Stinson, A. E., Sinclair, J., Stormont, M., Prewitt, S., & Hammons, J. (2020). Changes in disruptive behavior mediated by social competency: Testing the STARS Theory of Change in a randomized sample of elementary students. Journal of the Society for Social Work and Research, 11(4), 591-614. https://www.journals.uchicago.edu/doi/full/10.1086/712494

Student Name Chamberlain University NR-621: Nurse Educator Concluding Graduate Experience I Prof. Name Date Introduction to the Education Practicum Project Paper The objective of this practicum project is to explore a significant educational issue within the field of modern nursing education. The discussion will focus on the reasons this concern has become increasingly relevant, the impact it has on both students and educational institutions, and an evidence-based strategy that can be applied to address it. A PICOT question will be formulated to provide direction for this project, supported by a theoretical framework that validates the selected intervention. The central emphasis is on enhancing nursing students’ learning experiences while ensuring that teaching practices meet current educational and healthcare demands. Educational Issue Description Nursing faculty in advanced practice education face persistent challenges when engaging diverse groups of learners. Among the most notable concerns today is the difficulty in engaging Millennial and Generation Z (Gen Z) nursing students. Millennials (born between 1981 and 1996) and Gen Z (born between 1997 and 2012) now comprise the majority of higher education learners and represent an expanding part of the professional nursing workforce (Beresford Research, n.d.; NJSNA Nurses Weekly, n.d.). Traditional lecture-style teaching methods have often proven less effective with these groups. Research highlights that these generations prefer learning methods that are technology-driven, interactive, and participatory (Shatto & Erwin, 2017). When exposed only to passive teaching, students tend to experience reduced engagement, low motivation, and weaker application of knowledge in practice. In contrast, interactive and experiential strategies significantly improve student participation, knowledge retention, and critical thinking abilities (Watson et al., 2019). Engagement is not only important for learning outcomes but also for developing professional competence. Millennial and Gen Z learners expect active involvement in the classroom, and their educational success is highly dependent on innovative teaching strategies that reflect their learning preferences. PICOT Question Question:In Millennial and Gen Z nurse learners, will role-playing compared to traditional classroom lectures improve learner engagement in the learning process within four weeks? PICOT Breakdown Component Description P (Population/Problem) Millennial and Gen Z nursing students facing challenges in engagement I (Intervention) Role-playing used as an instructional strategy C (Comparison) Conventional lecture-based teaching methods O (Outcome) Improved engagement, reflected through positive student feedback and evaluations T (Time Frame) Four weeks This structured PICOT format provides a systematic approach to evaluating the effectiveness of innovative learning methods, specifically role-playing, in comparison to conventional lectures. Theoretical Framework The framework supporting this project is Kolb’s Experiential Learning Theory (ELT). ELT outlines a cyclical process of learning composed of four phases: concrete experience, reflective observation, abstract conceptualization, and active experimentation (Watson et al., 2019). This framework emphasizes that learners grasp knowledge more effectively when they are actively engaged in real or simulated experiences. For Millennials and Gen Z learners, strategies such as role-playing are particularly well-suited, as they involve collaboration, experiential problem-solving, and application of theory to real-life situations. Fewster-Thuente and Batteson (2018) note that role-play offers opportunities for active participation, reflection, and development of competence in authentic clinical settings. By applying ELT to this project, the transition from passive listening to active engagement is encouraged, ultimately promoting deeper learning and higher satisfaction among students. Proposed Intervention The intervention proposed to improve learner engagement is the integration of role-playing activities in nursing education. Role-playing creates realistic scenarios that simulate clinical practice, allowing learners to engage actively with theoretical concepts. It also helps them develop essential professional skills such as communication, teamwork, and problem-solving. Evidence suggests that role-playing significantly enhances performance, confidence, and critical thinking in nursing education (Dorri et al., 2019). For Millennial and Gen Z learners—who place high value on interactive, hands-on learning—role-playing provides a structured opportunity to practice clinical decision-making. By bridging the gap between theory and practice, role-playing enables learners to apply academic knowledge to real-world contexts, preparing them more effectively for professional roles. Conclusion In nursing education, student engagement is a critical factor in determining the effectiveness of learning outcomes. The challenge of engaging Millennial and Gen Z learners highlights the need to adopt strategies beyond traditional lecture-based teaching. Evidence indicates that passive instructional approaches fail to align with these generations’ preferences and learning needs. The use of role-playing, supported by Kolb’s Experiential Learning Theory, provides a promising method for addressing this gap. Compared to conventional lectures, role-playing fosters critical thinking, builds learner confidence, and promotes active involvement in the educational process. Through the application of the PICOT framework, this practicum project provides a structured means of assessing the impact of role-playing, with the potential to guide best practices in nursing education and enhance learning experiences across academic programs. References Beresford Research. (n.d.). Age range by generation. Retrieved March 9, 2022, from https://www.beresfordresearch.com/age-range-by-generation/ Dorri, S., Farahani, M., Maserat, E., & Haghani, H. (2019). Effect of role-playing on learning outcome of nursing students based on the Kirkpatrick evaluation model. Journal of Education and Health Promotion, 8(1), 197. https://doi.org/10.4103/jehp.jehp_138_19 NR 621 Education Practicum Project Ideas Fewster-Thuente, L., & Batteson, T. J. (2018). Kolb’s experiential learning theory as a theoretical underpinning for interprofessional education. Journal of Allied Health, 47(1), 3–8. NJSNA Nurses Weekly. (n.d.). What’s driving Millennial, Gen Z nurses? Retrieved March 9, 2022, from https://njsna.org/whats-driving-millennial-gen-z-nurses/ Shatto, B., & Erwin, K. (2017). Teaching Millennials and Generation Z: Bridging the generational divide. Creative Nursing, 23(1), 24–28. https://doi.org/10.1891/1078-4535.23.1.24 NR 621 Education Practicum Project Ideas Watson, M. K., Pelkey, J., Noyes, C., & Rodgers, M. O. (2019). Using Kolb’s learning cycle to improve student sustainability knowledge. Sustainability, 11(17), 4602. https://doi.org/10.3390/su11174602

Student Name Chamberlain University NR-621: Nurse Educator Concluding Graduate Experience I Prof. Name Date NR 621 Learning Agreement Student Information Mentor Information Introduction to the Learning Agreement The NR 621 Learning Agreement is a structured framework designed to direct students through their practicum journey. It provides a roadmap for identifying learning objectives, developing implementation strategies, and conducting regular self-assessments to ensure alignment with course outcomes. This agreement is intended to be revisited and refined weekly in collaboration with the assigned mentor, fostering both accountability and professional growth. By Week 6, students are required to critically evaluate their progress, document their outcomes, and obtain their mentor’s signature as validation. The agreement has two major phases: Both components require the submission of goals, strategies, and signatures. Failure to meet deadlines may invoke the institutional Late Assignment Policy. Students are also expected to complete a total of 72 practicum hours within the NR 621 course. Due Dates: Initial Learning Agreement (Week 1) The following table outlines course outcomes, student-identified goals, plans, and progress updates for Week 1. Learning Agreement Table – Week 1 Course Outcomes Week 1 Student Identified Practicum Goals Week 1 Plan to Meet Goals Narrative on Progress and Revisions CO1: Prioritize high-quality, safe, patient-centered care when working with learners (PO 1, holistic health & patient-centered care) Develop skills in prioritizing safe and patient-centered care when supporting new nursing students in the RN program. Highlight patient safety challenges and incorporate patient-centered care through discussions on nursing history and current practices. Continued work on reinforcing safety measures and engaging students in patient-centered care discussions. CO2: Explore caring, learning-centered educational interventions focused on quality health outcomes (PO 2, care-focused) Create educational interventions aimed at enhancing quality outcomes by introducing innovative tutoring methods. Utilize collaborative learning, simulation, and gaming strategies while integrating evidence-based practice. Active use of group learning and gaming strategies; continued integration of evidence-based content. CO3: Apply teaching strategies that consider cultural diversity through reflective practice (PO 3, cultural humility) Develop culturally responsive teaching methods that encourage inclusivity and reflective learning. Incorporate teaching strategies tailored to diverse student backgrounds and analyze literature on cultural humility. Expanded focus on cultural adaptability and reflection on students’ varying backgrounds. CO4: Explore opportunities in teaching, research, and service as a nurse educator (PO 4, professional identity) Strengthen professional identity by exploring opportunities in education, research, and service roles. Seek regular feedback from mentor and attend professional seminars and conferences. Ongoing mentor feedback and participation in professional development activities. CO5: Practice the role of nurse educator and leader through evidence-based, collaborative practice (PO 5, extraordinary nursing) Gain experience as a nurse educator by practicing compassionate, evidence-based teaching approaches. Engage in discussions, respond to peers, and design evidence-informed learning strategies. Active collaboration and development of innovative teaching methods are underway. Updated Learning Agreement (Week 6) At Week 6, students revisit and refine their initial goals, providing updates and documenting progress toward meeting course outcomes. Learning Agreement Table – Week 6 Course Outcomes Week 6 Updated Goals Week 6 Updated Plans Final Evaluation of Attainment and Plans for NR 622 CO1: Prioritize high-quality, safe, patient-centered care when working with learners [Updated Goal from Week 1] [Updated Plan from Week 1] [Final Evaluation or plan for continued learning in NR 622] CO2: Explore caring, learning-centered educational interventions focused on quality health outcomes [Updated Goal from Week 1] [Updated Plan from Week 1] [Final Evaluation or plan for continued learning in NR 622] CO3: Apply teaching strategies that consider cultural diversity through reflective practice [Updated Goal from Week 1] [Updated Plan from Week 1] [Final Evaluation or plan for continued learning in NR 622] CO4: Explore professional interests in teaching, research, and service as a nurse educator [Updated Goal from Week 1] [Updated Plan from Week 1] [Final Evaluation or plan for continued learning in NR 622] CO5: Practice the role of nurse educator and leader through evidence-based, collaborative advanced practice [Updated Goal from Week 1] [Updated Plan from Week 1] [Final Evaluation or plan for continued learning in NR 622] Final Signatures Week 1 Submission Week 6 Submission References American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. AACN. Billings, D. M., & Halstead, J. A. (2020). Teaching in nursing: A guide for faculty (6th ed.). Elsevier. Jeffreys, M. R. (2022). Teaching cultural competence in nursing and health care: Inquiry, action, and innovation (4th ed.). Springer. NR 621 Learning Agreement Oermann, M. H., De Gagne, J. C., & Phillips, B. C. (2022). Teaching in nursing and role of the educator: The complete guide to best practice in teaching, evaluation, and curriculum development (3rd ed.). Springer Publishing Company.

Student Name Chamberlain University NR-621: Nurse Educator Concluding Graduate Experience I Prof. Name Date Introduction Incivility within nursing education is an ongoing challenge observed in both academic and clinical settings. This issue involves various stakeholders, such as clinical preceptors, faculty, students, and even patients. Acts of incivility, whether subtle or overt, negatively influence learning environments and have both physical and psychological consequences for victims. More critically, incivility threatens patient safety by impairing clinical decision-making and encouraging unsafe practices. Although research on effective solutions to reduce incivility is limited, role-playing has shown potential as an engaging strategy. By simulating real-life interactions, role-playing allows students to practice professional communication, improve empathy, and reflect on their actions in a safe environment. This project aimed to conduct a mixed-methods literature review to explore how role-playing can address incivility among nursing students and to assess the outcomes of these interventions. Nurse incivility also has broader healthcare implications. Beyond harming professional relationships, it contributes to errors, burnout, and staff turnover. Alarmingly, incivility is linked to poor clinical outcomes, with studies estimating up to 98,000 preventable deaths annually in acute care settings due to communication failures and compromised judgment. Furthermore, healthcare organizations spend approximately 125% of a nurse’s salary to replace those who resign due to incivility, underscoring the financial burden of this issue. NR 621 Intervention: Evaluation Plan Professional organizations, such as the American Nurses Association (ANA) and the Joint Commission, stress zero-tolerance policies for disruptive behaviors. They emphasize cultivating respectful, supportive learning and clinical environments. This project proposes role-playing as a teaching tool that equips nursing students with the skills to identify, address, and prevent incivility while reinforcing professional standards. Role-playing fosters engagement and empathy across disciplines, but its timing is crucial. For maximum impact, sessions should not occur directly before or after exams, when student stress is highest. In this project, role-playing activities were deliberately scheduled away from assessment periods to encourage optimal participation. Through structured scenarios, students gained opportunities to practice professional communication, strengthen their nursing identity, and build confidence. This aligns role-playing with broader curricular goals of preparing students not only for clinical competence but also for civility in practice. Project Goals and Stakeholders Long-Term Goals The overarching aim of the project is to decrease incivility in nursing education through role-playing. Successful integration of these activities into curricula is expected to improve classroom climate, strengthen student confidence, and ultimately enhance patient safety outcomes. Success will be measured through graduation and NCLEX pass rates as well as faculty observations of improved peer and student-instructor interactions. Short-Term Goals In the short term, the project seeks to evaluate role-playing’s impact on: Stakeholders Stakeholder involvement is key to sustainability. Five nursing schools were selected for this intervention, with collaboration from: Table 1: Project Goals and Stakeholders Aspect Details Long-Term Goal Reduce incivility, improve student learning outcomes, enhance patient care. Short-Term Goal Measure exam performance, engagement, and stress reduction. Stakeholders Faculty, administrators, department chairs, nursing students. Project Implementation: Role-Playing in Nursing Education Implementing role-playing requires faculty training, curriculum redesign, and the creation of realistic scenarios. Examples include patient interviews, emergency responses, and clinical assessments. One case in mental health nursing involved students enacting psychiatric interviews as both clinicians and patients. This allowed them to better understand patient perspectives, fostering empathy and improving communication (Martin & Kahn, 1995). Another innovative simulation had students experience auditory hallucinations via headphones. Debriefing afterward encouraged reflection, leading to deeper insights into mental health challenges and improved clinical communication. In addition, King, Hill, and Gleason (2015) demonstrated that medical students engaging in role-play scenarios enhanced both knowledge and interpersonal skills. These findings confirm that role-playing supports not just academic learning but also emotional intelligence and resilience—skills essential for future nurses. Conclusion: Role-playing has proven valuable in fostering professional identity, building empathy, and addressing incivility among nursing students. Its alignment with active learning and critical pedagogy principles ensures deep engagement, reflection, and long-term behavior change. Continuous evaluation will determine its sustained effectiveness, but early evidence strongly supports role-playing as a transformative approach in nursing education. NR 621 Intervention: Evaluation Plan Quasi-Experiment A quasi-experimental design compared traditional lectures with role-playing interventions. Students began with lectures on patient education, learning objectives, and instructional roles. In subsequent sessions, they created scenarios, practiced role-plays, and evaluated patient teaching programs. Students performing role-play exercises consistently scored higher on both theoretical tests and practical checklists, confirming role-playing’s superiority over lectures in enhancing comprehension and skill application. NR 621 Intervention: Evaluation Plan Table 2: Comparison of Lecture-Based vs. Role-Playing Outcomes Teaching Method Strengths Limitations Outcomes Lecture-Based Clear delivery of theoretical knowledge. Limited engagement; passive. Lower test & checklist scores. Role-Playing Promotes empathy, active learning, and communication. Requires training & resources. Higher scores; better engagement. Project Evaluation Evaluation combined faculty observations with student feedback. Faculty rated session effectiveness, online module organization, and discussion facilitation. Students reported greater self-awareness, empathy, and improved interactions. Key outcomes included: Change Model: Force Field and Lewin’s Unfreezing-Change-Refreezing Lewin’s change model guided the intervention: This structured change ensured long-term adoption while balancing resistance and driving forces (Burnes, 2020). Self-Reflection Reflection supported both faculty and students in identifying personal behaviors and adapting to challenges. Educators gained confidence in managing incivility, while students developed awareness of disruptive actions and adopted more professional conduct. Teaching-Learning Strategy Effective strategies included: These strategies contributed to reduced incivility and stronger engagement. References Burnes, B. (2020). The origins of Lewin’s three-step model of change. The Journal of Applied Behavioral Science, 56(1), 32–59. Deborah, O. K. (2018). Lewin’s theory of change: Applicability of its principles in a contemporary organization. Journal of Strategic Management, 2(5), 1–12. King, J., Hill, K., & Gleason, A. (2015). All the world’s stage: Evaluating psychiatry role-play-based learning for medical students. Australasian Psychiatry, 23(1), 76–79. Martin, P., & Kahn, J. (1995). Medical students as role-playing patients. Academic Psychiatry, 19(2), 101–107. https://doi.org/10.1007/BF03341538 Mousavinasab, E., Kalhori, S. R. N., Sanaee, N. Z., Rakhshan, M., & Saeedi, M. G. (2020). Nursing process education: A review of methods and characteristics. Nurse Education in Practice, 44, 102886. Nes, A. A., Fossum, M., Steindal, S. A., Solberg, M. T., Strandell-Line, C., Zlamal, J., &

Student Name Chamberlain University NR-621: Nurse Educator Concluding Graduate Experience I Prof. Name Date Literature Review Introduction to Role-Playing in Learning Role-playing has emerged as an engaging and interactive instructional method that enhances the learning experience by allowing participants to simulate real-life situations in a structured setting. In these activities, learners are divided into small groups and assigned specific roles based on predetermined learning objectives, which may be individually or collectively defined. Through guided discussions with instructors, participants actively explore problems, share insights, and link new knowledge to prior experiences. This collaborative approach facilitates stronger cognitive connections, leading to deeper comprehension of the subject matter. In the context of problem-based learning (PBL), role-play fosters teamwork by encouraging learners to collaborate and resolve complex issues. The focus is not merely on producing correct answers but rather on strengthening problem-solving skills and interpersonal communication. Zhan (2012) emphasizes that the relationships and trust developed during role-play exercises can be as beneficial as the knowledge outcomes themselves. The foundation of this approach lies in constructivist learning theory, which suggests that new understanding is built upon prior knowledge. Students learn not only through their direct involvement but also by observing peers, gaining broader perspectives and deeper engagement. Key Themes in the Literature Role-Playing to Improve Problem-Solving Skills and Patient Education Traditional lecture-based methods often fail to fully prepare nursing students for the unpredictable and multifaceted nature of real clinical practice. Role-playing addresses this gap by immersing students in simulated healthcare scenarios where they must apply critical knowledge to manage patients effectively. This experiential approach builds confidence and clinical competence. Safoura et al. (2018) demonstrated that role-play significantly enhanced nursing students’ ability to educate patients and solve clinical problems. Their findings also showed increased patient satisfaction when nurses who had undergone role-play training delivered care. Furthermore, Kirkpatrick’s four-level evaluation model confirmed that role-playing positively influenced learners’ skill acquisition and led to improved patient outcomes. Role-Playing to Promote Critical Thinking and Creativity Critical thinking is a cornerstone of nursing practice because it underpins clinical judgment and safe decision-making. Role-play serves as a dynamic tool for fostering these skills. By engaging in simulated patient interactions, students are challenged to interpret patient needs, make informed decisions, and reflect on the effectiveness of their responses. According to Couger (1995), decision-making and analytical reasoning are integral to professional and daily life. Role-play requires students not only to act but also to critically evaluate peer performances, thereby promoting reflection and creativity in problem-solving. DeYoung (2003) further supports the view that these exercises compel learners to examine assumptions, justify actions, and weigh consequences. In this way, role-playing provides a dual function: enhancing critical reasoning and stimulating innovative approaches to healthcare challenges. Role-Playing as a Simulation Methodology Simulation-based learning has become an essential component of nursing education, and role-play is a cost-effective, accessible form of simulation. Nestel and Tierney (2007) describe three formats of role-play—fully scripted, semi-scripted, and unscripted—each designed to produce distinct learning outcomes. For example, medical students may role-play clinical encounters to develop patient-centered communication skills. Rotating roles between healthcare provider and patient enhances empathy and perspective-taking. Research by Yamauchi et al. (2021) further revealed that role-play in musculoskeletal physical examinations improved diagnostic reasoning and technical proficiency. NR 621 Literature Review Table 1 highlights the advantages of role-play compared to traditional learning approaches. Aspect Traditional Teaching Role-Playing Approach Knowledge Application Passive reception of content Active application in simulated real-life situations Critical Thinking Limited stimulation Strongly encouraged through reflective learning Interpersonal Skills Rarely emphasized Central to teamwork and communication Student Engagement Lower, lecture-centered Higher, interactive and participatory Clinical Skill Development Theoretical, often detached from practice Practical, experiential, and context-based The Impact of Teachers on Incivility The classroom climate is largely influenced by teacher behavior. Educators who adopt punitive measures may unintentionally escalate incivility among students (Erturk, 2015; Latif et al., 2016). Conversely, supportive teaching strategies—such as role-play—help establish an inclusive environment that minimizes disruptive behavior. By encouraging engagement, collaboration, and empathy, role-play reduces the likelihood of negative classroom interactions and promotes a positive learning atmosphere. Peer Role-Playing in Simulation Education Peer role-play is a valuable method for developing clinical skills at a lower cost than high-fidelity simulations. Yamauchi et al. (2021) reported that when students practiced musculoskeletal physical examinations through peer role-play, their clinical reasoning and diagnostic accuracy improved substantially. The structured yet flexible nature of peer simulation allows learners to gain practical experience without the risks associated with real patients, making it a safe and effective learning strategy. Struggles Faced by Students with Disruptive Behaviors Disruptive behavior remains a significant barrier to learning. Vizeshfar et al. (2016) observed that students who engage in incivility or disruptive classroom activities tend to achieve lower academic performance. Kessels and Heyder (2020) added that such students often use disruptive behaviors as avoidance tactics when facing academic challenges. Addressing incivility through active engagement methods like role-play provides students with healthier coping strategies and enhances overall learning outcomes. Connection to the PICOT Question The reviewed literature aligns with the following PICOT question: Among nursing educators, is a role-playing intervention, compared to cognitive rehearsal intervention, a more effective strategy in the management of incivility as measured by a pre- and post-test of learner perceptions of a positive learning environment? The evidence suggests that role-playing offers distinct advantages in addressing incivility, fostering engagement, and improving both problem-solving and interpersonal skills. Compared to cognitive rehearsal, which focuses primarily on mental practice, role-play provides active, collaborative, and experiential learning opportunities. Thus, it holds promise as a more effective method for shaping a supportive classroom environment and equipping students with the skills to manage disruptive behaviors constructively. References Chan, Z. (2012). Role-playing in the problem-based learning class. Nurse Education in Practice, 12(1), 21–27. https://doi.org/10.1016/j.nepr.2011.04.008 Couger, J. D. (1995). The information systems curriculum: Teaching critical thinking and decision making. Journal of Information Technology Education, 6, 1–10. https://doi.org/10.1007/978-1-4471-2589-2_11 DeYoung, S. (2003). Critical thinking and decision making in nursing. Nurse Educator, 28(2), 69–74. Erturk, E. (2015). Evaluation of role play as a teaching strategy in a systems analysis and design course. International Journal