Drama-based Education and Student Nurses’ Mental Health:A Systematic Review

Drama-based education can improve learners’ mental health. However, drama-based education in nursing education and practice has primarily aimed to improve clinical competence; its potential effects on mental health of participants are unknown. To achieve this aim, the systematic review included peer-reviewed journal articles on drama for nursing students and healthcare professionals published in English between 2013 and 2023 (PROSPERO: CRD42024504082). Terms related to ‘nursing’ and ‘drama/theatre’ were searched in 12 databases. Primary data extraction included the first author, the publication year, mental health effects, and facilitators of effects. This review identified 31 articles, where 19 articles reported 15 different drama projects designed for students and professionals in nursing and midwifery. All included drama projects primarily aimed at improving clinical competence rather than focusing on well-being effects. Synthesis of study findings found five effects on well-being through drama-based education: (1) feeling positive emotions (i.e., fun and happiness); (2) developing autonomy to further learn nursing, (3) making positive meanings on acknowledging self, and nursing care, (4) building positive relationships with peers, and (5) promoting resilience and coping abilities on vulnerability, especially to challenge and prevent clinical adverse (i.e., interpersonal conflicts, bullying and racism). 15 articles identified three facilitators of well-being. First, drama could provide an authentic environment, which is safe and supportive, and where participants are unafraid of any clinical mistakes. Second, drama could present direct relationships between their care performance and health outcomes, leading to their autonomy and acknowledging on nursing learning and care. Finally, they could master and employ knowledge about well being with behavioural performance, such as building positive relationships and preventing adverse situations. To conclude, this review found wellbeing enhancement as an additional but often unanticipated effect of drama-based education.