Effect of the Diverse Standardized Patient Simulation (DSPS) Cultural Competence Education Strategy on Nursing Students’ Transcultural Self-Efficacy Perceptions

Abstract

Nursing students find it challenging to provide culture-specific care for patients representing diversity in ethnicity, race, language, socioeconomic status, religion, gender, sexual orientation, immigration history, and lifestyle and frequently lack confidence in their knowledge, skills, and abilities. Simulation has become a useful strategy for teaching nursing students assessment skills, technical skills, teamwork, delegation, self-efficacy, and professional communication. An alarming gap exists within the literature concerning innovative teaching and learning strategies that are carefully designed, implemented, and evaluated and follow a conceptual model, guidelines, and standards to enhance cultural competence development of diverse student groups, who must work with patients from various backgrounds. This longitudinal, one-group, pretest and post-test educational intervention study involved two research questions to understand changes instudents' (n = 53) transcultural selfefficacy (TSE) following the Diverse Standardized Patient Simulation (DSPS) cultural competence education strategy. Jeffreys' (2016a) Cultural Competence and Confidence (CCC) theoretical model guided the development of the DSPS strategy. The National League for Nursing (NLN) Jeffries Simulation Theory (JST) (2015), the International Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice: Simulation SM (2013; 2016), and guidelines for coaching standardized patients from Wallace (2007) were followed v closely in simulation scenario design, evaluation, implementation, and training processes. As a multidimensional strategy, the DSPS strategy carefully weaves together cognitive, practical, and affective transcultural nursing skills; encompasses assessment, planning, implementation, and *Simulation Participation Survey (10-item) was administered as part of post-test packet and attached after the TSET. **Simulation Survey (4-item) was administered anonymously immediately after each scenario.

Testing a diabetes keotacidosis simulation in critical care nursing: A randomized control trial

“…Students demonstrated communication and technical skills, 24 cognitive and affective learning 25 and active in different roles. 26 In our study, students in the simulation group were active and benefited from small groups through observation, interaction and constructive feedback from faculty.…”

The influence of the oncology‐focused transgender‐simulated patient simulation on nursing students' cultural competence development

“…Healthy People 2020 and Healthy People 2030, now being developed, the report lists the reduction of the number of new cancer cases, cancer care, and improving health, safety, and well‐being of transgender individuals among the goals, and priority indicators 5,6 . One way to accomplish these goals is to incorporate evidence‐based educational strategies into nursing curricula addressing health disparities and the distinct health care needs of lesbian, gay, bisexual, transgender, queer (LGBTQ) persons 7‐12 . The integration of these activities to promote diversity and cultural competence development in nursing education requires creativity, resources, expertize, close follow‐up with evidence‐based practice, and, last but not least, the use of theory 13,14 .…”

“…Such strategies should also be compliant with culturally and linguistically appropriate services (CLAS) standards 15 . As an innovative and evidence‐based strategy, the simulated patient (SP) method can be an effective way to promote culturally congruent nursing care 8,11,12 …”

Transgender Standardized Patient Simulation: Management of an Oncological Emergency

“…Standardized patient (SP) simulation provides a more realistic environment for students to practice variety of skills and it can be an effective tool to enhance students’ cultural competence education (Ozkara San, 2018). Simulation, using transgender SP technique with a focus on cancer care, has not been described in the literature previously.…”