• To be aware of the safeguarding knowledge and skills expected of health visitors
• To learn how experiential theatrical techniques can enhance learning for health visitors
• To generate ideas for your own theatrical learning scenarios
In specialist healthcare education, developing emotional intelligence, professional curiosity and cultural safety in risk assessment processes can be challenging to achieve through traditional didactic teaching. This article explores how a theatrical, simulation-based teaching approach was used with health visitor students in their safeguarding module to improve the recognition and risk assessment of suspected victims of honour-based violence. The passive-to-participatory teaching approach supported the development of students’ emotional intelligence, professional curiosity and critical thinking skills. The authors aim to show how this theatrical teaching approach could be adapted for other safeguarding scenarios and used more widely with all frontline practitioners to facilitate deeper learning.
Primary Health Care. doi: 10.7748/phc.2021.e1724
Peer reviewThis article has been subject to external double-blind peer review and checked for plagiarism using automated software
Correspondence Conflict of interestNone declared
De D, Phillips K, Moseley M (2021) Using forum theatre with health visitor students to improve recognition and risk assessment of honour-based violence. Primary Health Care. doi: 10.7748/phc.2021.e1724
The authors would like to acknowledge the role of Joanne Owen, senior simulation and teaching assistant at Cardiff University, who was responsible for moulage application
Published online: 11 August 2021
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