Maryam Maddi Neshat - M.Sc. in Nursing Education, Instructor, Department of Nursing, School of Nursing and Midwifery, Research Center for Addiction and Behavioral Sciences, North Khorasan University of Medical Sciences, Bojnurd, Iran
Hossein Lashkardoost - M.Sc. in Epidemiology, Instructor, Department of Epidemiology, School of Public Health, Research Center for Addiction and Behavioral Sciences, North Khorasan University of Medical Sciences, Bojnurd, Iran
Mahbubeh Tabatabaeichehr - M.S.c in Obstrict Education, Instructor, Department of Midwifery, School of Nursing and Midwifery, North Khorasan University of Medical Sciences, Bojnurd, Iran

Background & Objective: The time nursing students have their first interviews with patients who have psychiatric problems they may not be aware of how to communicate with them because stereotypes and stigma are associated with individuals who have psychiatric diagnosis The aim of this educational project was to develop and evaluate the use of roleplaying scenarios on mood change and empathy in undergraduate psychiatric nursing students   Methods: This semiexperimental study was conducted with ۱۸ undergraduate nursing students during one course of nursing training and data were collected through Jefferson Scale of Physician Empathy (JSPE) questionnaire and Profile of Mood States (POMS) before and after ۹ nursepatient roles for such communication trainings   Results: Significant differences in mood and empathy of undergraduate nursing students were not found in pre and postrole playing phases   Conclusion: Significantly lower change mood and empathy with roleplaying may reflect fear confusionbewilderment and concerns Suggestions are offered as roleplaying scenarios performed with more sessions larger samples and use of other teaching methods such as educational video

Role, playing, Empathy, Mood, Undergraduate nursing students