Teaching strategies

The verdict is in: Mock trials are guilty of teaching learners

After reading this article, you will be able to:

• Describe the concept of a mock trial as a teaching strategy 
• Explain strategies for implementing a mock trial

Mock trials are similar to debates since learners must review literature, gather evidence, and build a case for a particular viewpoint. They allow learners to become more engaged than in a typical debate, and they provide some fun and entertainment as part of the learning process.  

Beth A. Staffileno, PhD, FAHA, assistant professor at Rush University Medical Center in Chicago, helped design and implement a mock trial at the Rush North Shore Medical Center, a member of Illinois-based North Shore University Health System. The 200-bed community hospital had recently implemented shared governance, and its nursing leaders identified a need for education regarding evidence-based practice (EBP) and research. 

Serving as a research consultant, Staffileno worked with the EBP and research councils and with the staff development department at the hospital to design the mock trial. 

Preparing for the trial

Following council member input, the group decided to try the question, “Should family members be present  during procedures?”

Members of the councils worked together to prepare pro and con arguments. They started by reviewing the literature, which presented a challenge to some nurses who were unfamiliar with how to critically analyze articles. 

This necessitated a series of education offerings to teach nurses how to conduct literature reviews, critique articles, synthesize findings from data analysis, and rate evidence. 

One of the goals of implementing the mock trial was to get the nurses “out of their comfort zones,” says Staffileno. 

”We wanted them to learn to expand their knowledge base and apply new knowledge to promote EBP and improve patient outcomes.”

The councils worked for three months to prepare. At first, the council members were overly concerned with acting out their roles as clinical experts and attorneys; they wanted to give polished performances during the trial. 

“I had to help them realize that the most important part of the mock trial was to provide evidence and persuasive arguments for their respective positions,” says Staffileno. 

“They were not going to be evaluated on their acting abilities.”

The trial begins

The mock trial was held in a large conference room set up to simulate a courtroom. About 150 people attended the event, including staff nurses, physicians, the CEO, and vice presidents of the hospital. It was videotaped for those unable to attend.

Prior to the event, juror instructions were taped underneath 12 seats. The people sitting in those seats became the jury. 

The hospital attorney served as the judge, and a hospital security guard was the bailiff who called the court to order. 

Council members acted as prosecuting and defense attorneys, delivered opening and closing remarks, and called witnesses to provide testimony. Council members also functioned as clinical experts, content experts, research experts, and family members. 

After listening to the information, the jury deliberated and reached its ruling: They decided to allow family presence during procedures.

The mock trial set records for attendance at an educational event, and program evaluations were extremely positive. 

According to Staffileno, the event “energized and invigorated” the nursing staff and members of other departments. 

It helped expose a wide audience to the concepts of research and EBP. 

“One of our primary messages that came from the mock trial was to challenge nurses to examine what they do and to gather evidence to support or make changes in their clinical practice. That’s what evidence-based practice is all about,” says Staffileno.

Staging your own trial

Not all events can be presented on such a large scale as Rush North Shore Medical Center’s mock trial, but they can be used in a smaller setting. 

Staffileno suggests the following ways that mock trials may be implemented and adapted on a smaller but still effective scale:

• Gather small groups together and conduct the event as a modified debate. Rely on data gathering and critical analysis to come to conclusions and determine best practice.
• Develop mock trial case study modules.
• Develop a computer-based learning program featuring a mock trial as the program’s major teaching strategy.
• Incorporate mock trial ideas as part of the hospital’s in-house website. Consider starting a blog or chat room to feature mock trials.
• Conduct roving debates, moving from unit to unit. Provide some evidence that pertains to a particular issue and use that evidence to facilitate discussion among staff members.

Reference

Staffileno, B.A., & McKinney, C. (2010). “Utilizing a Mock Trial to Demonstrate Evidence-Based Nursing Practice: A Staff Development Process.” Journal for Nurses in Staff Development 26 (2): 73–76.

Source 

Briefings on Evidence-Based Staff Development (formerly The Staff Educator), July 2010, HCPro, Inc.