TEACHING STRATEGIES PLAN

Six Hats Case Study/Role Play

NAME OF LEARNING
ACTIVITY
Learning Activity In this activity students will be divided up into groups of five.
Summary Each student in the group will wear a different hat, that will
represent a different persons role. The five hats are: 1)
patient 2) provider 3) nurse 4) family member 5) case
manager. In class, the teacher will provide some scenarios
that involve these team members. Each group will respond
and role play each team members responsibility in the
scenario. This is intended for students to bring in different
perspectives of each team member and how their role is
important and how communication and teamwork is
essential.
Cognitive: Understanding, Apply, Analyze

Domain of Learning Affective: Receive, Respond, Value

(Blooms Taxonomy
Revised) Psychomotor: Imitate, Manipulate, Perfect

Student-Centered At the completion of this learning activity, the learner will:

Learning Objective(s)
The learner will demonstrate empathetic respectful
communication with the patient, family, provider and other
healthcare team members
Integrate the appropriate steps when a patient problem needs
to be addressed

Preparation Required Develop scenarios for the students to respond to, involving
by Teacher/Facilitator interdisciplinary team. The teacher acts like a facilitator for
and Materials Needed the groups role playing. For the six hats, a sign hung around
the students neck labeling what team member they are can be
used. Example Scenarios can be: Patient refusing care, End-
of-life hospice setting, Patient on life support that has poor
prognosis to survive, an ethic issue, disagreement between
provider and nurses

Time Allotted 5 minutes read scenario and groups convene, then 5 minute
presentation by groups- 30min and then 5 to 10 minute
discussion after each presentation for class reaction and
feelings
 Learning Styles Information Presentation: X sight X sound __text
Addressed by Activity
Modality: X visual X verbal

Approach: X active X reflective

Understanding: __sequential X holistic

How is content connected This content is connected to previous activities done on IDT
to prior learning? in first semester junior year Jigsaw, Jeopardy. IDT is covered
in class and clinical discussions.
Reflective Debriefing After each six hats role play the students will respond to the
with Learners (post- scenario. After the students respond the class will discuss the
learning activity) How different roles, perspectives, and how it relates to the
will it be accomplished? importance of IDT communication and collaboration in
patient care.
Evaluation of Learning will be evaluated based on the students response to
Learning (How will it the scenario and their behavior in the role playing. Learning
be accomplished?) will also be evaluated in participation in the class discussion
following the six hats case study.
Teacher Reflection This exercise builds rapport between the group members and
develops empathy skills by challenging students to
(justify choice of learning understand different points of view. Fosters teamwork and
activity and good fit for collaboration that is directly related to the concept of IDT
the identified learning practice. Role playing increases decision-making skills, and
objectives) increases comprehension of complex human behaviors. Role
play can provide immediate feedback about the interpersonal
and problem-solving techniques. It is done in the classroom
so it is a non-threatening environment and a good area to try
out unfamiliar communication. It is active and engaging for
the students.