The Role of Theatre-Based Methodologies as Complementary Educational Interventions in Continuing Nursing Education: A Scoping Review

Giovanna Artioli, Andreina Saba, Laura Saladino, Allison Alberti, Laura Macchetti, Maria Chiara Bassi, Sara Falbo and Federica Dellafiore ()
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Giovanna Artioli: Department of Medicine and Surgery, University of Parma, 43125 Parma, Italy
Andreina Saba: Department of Primary Health Care, Azienda USL-IRCCS of Reggio Emilia, 42122 Reggio Emilia, Italy
Laura Saladino: Directorate of Nursing and Allied Health Professions, Azienda Socio Sanitaria Territoriale, Papa Giovanni XXIII, 24127 Bergamo, Italy
Allison Alberti: Department of Molecular and Translational Medicine, University of Brescia, 25123 Brescia, Italy
Laura Macchetti: Maternal and Infantile Department, Azienda USL of Piacenza, 29121 Piacenza, Italy
Maria Chiara Bassi: Medical Library, Azienda USL-IRCCS of Reggio Emilia, 42122 Reggio Emilia, Italy
Sara Falbo: Directorate of Nursing and Allied Health Professions, Azienda Socio Sanitaria Territoriale of Melegnano and Martesana, 20077 Milan, Italy
Federica Dellafiore: Department of Life Science, Health, and Health Professions, Link Campus University, 00165 Rome, Italy

IJERPH, 2025, vol. 22, issue 11, 1-18

Abstract: Theatre-based methodologies are increasingly recognized as complementary approaches that can enhance nurses’ empathy, communication, critical thinking, and person-centred care, all essential for managing chronic illnesses. This scoping review aimed to map and synthesize evidence on the application of theatre in continuing nursing education. A systematic literature search was conducted across five databases (PubMed, CINAHL, PsycINFO, Scopus, and Education Source) for publications in English and Italian up to 30 December 2024, supplemented by grey literature from ProQuest and reference screening via Google Scholar. Twenty-one studies met the inclusion criteria, identifying two main theatre methodologies, Forum Theatre and Drama, with four variations. These interactive methods were reported to foster reflective practice, enhance person-centred care, and improve interprofessional collaboration. Positive outcomes included improved nurse–patient relationships, quality of care, emotional engagement, cultural competence, teamwork, conflict management, and acceptance of diversity. Key facilitators were institutional support and active participation, while barriers included resistance to change and limited resources. These findings indicate that theatre-based education can serve as an effective complementary strategy to cultivate empathy, creativity, and reflective skills in continuing nursing education, supporting the development of holistic and patient-centred care practices. Further research is needed to explore the sustainability of acquired competencies in clinical practice.

Keywords: theatre-based education; continuing nursing education; complementary interventions; empathy; person-centred care; chronic illness; interprofessional learning (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2025
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