Interactive Poverty Simulation: Nursing Students’ Perceptions of Poverty

Garrett-Wright, Dawn; Haughtigan, Kara; Link, Kim

doi:10.1097/01.nep.0000000000000777

Cited by 8 publications

(5 citation statements)

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“…Both groups of researchers noted improved attitudes scores for sensitivity and understanding of nursing students towards people living in poverty. The Meaux study 16 showed significant improvement in 12 items; the Garrett‐Wright study 17 showed significant improvement in 11 items, with a significant worsening of attitudes toward people living in poverty in four of the 21 items. Still other researchers have experienced great benefit when using the CAPS poverty simulations 18–21 …”

Section: Introductionmentioning

confidence: 97%

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A poverty simulation to enhance nursing student knowledge, skills, and attitudes toward people living in poverty

Kruse

El‐Khoury

2022

Nursing Forum

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Background Poverty is a reality for many individuals and families. Unless one has lived in a poverty situation, it can be difficult to understand the challenges people face. Methods This study was a quasi‐experimental study with a pre‐ and post‐test design (36 select‐items from four‐established instruments) that measured students’ self‐perceived knowledge, skills, and attitudes towards people living in poverty. All undergraduate, pre‐licensure, senior‐level nursing students enrolled in a community nursing course (fall 2018–fall 2019, n = 254) participated in a face‐to‐face interactive Community Action Poverty Simulation (CAPS) with a focus on the QSEN concept of patient‐centered care. The winter 2020 semester, the simulation was not offered because of the coronavirus pandemic; these students (n = 96) served as a comparison group. Results Paired‐samples t‐tests revealed knowledge, skill, and attitude mean scores, were improved for all students with the exception of social justice attitudes (improved only for the non‐simulation group). Independent‐samples t‐tests revealed simulation students had higher knowledge, skill, and attitude scores on the Adapted CAPS Assessment and Active Learning Measure. Non‐simulation participants had higher Political Awareness scores. Conclusion These results indicated the CAPS appears to be an effective simulation to change students’ self‐perceived knowledge, skills, and attitudes regarding people whose incomes are low or who are living in poverty.

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Section: Introductionmentioning

confidence: 97%

“…Meaux et al 16 and Garrett‐Wright et al 17 both used the CAPS and measured the impact of the simulation by using the 21‐item Attitudes Toward Poverty Scale‐Short Form. Both groups of researchers noted improved attitudes scores for sensitivity and understanding of nursing students towards people living in poverty.…”

Section: Introductionmentioning

confidence: 99%

A poverty simulation to enhance nursing student knowledge, skills, and attitudes toward people living in poverty

Kruse

El‐Khoury

2022

Nursing Forum

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“…The Poverty Simulation has been proposed as a possible method to influence attitudes and several studies have been conducted using a pretest and posttest design to explore the impact. Many studies have been completed with students in the helping professions: nursing (Ehmke & Sanner-Stiehr, 2020;Garrett-Wright et al, 2021;Noone et al, 2012;Patterson & Hulton, 2012;Turk & Colbert, 2018;Yang et al, 2014), education (Caniglia & Mupinga, 2021), occupational therapy (Bakshi & Jarrad, 2021), dentistry (Lampiris et al, 2017), and medicine (Marrast et al, 2022). Studies have also been conducted with students from more than one discipline, either undergraduates (Cox et al, 2012;Kelty et al, 2020;Kuehn et al, 2020;Vandsburger et al, 2010), graduate students (Ehmke & Sanner-Stiehr, 2020), or mixed undergraduate and graduate students (Hitchcock et al, 2021;Marrast et al, 2022;Strasser et al, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Comparison of Students’ Attitudes Towards Poverty Following an Interdisciplinary Poverty Simulation

2023

JHETP

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Individualistic beliefs about the cause of poverty are associated with more negative attitudes towards poverty, while structural beliefs are associated with more positive attitudes. The use of the Poverty Simulation (MCAN, 2017) has been shown to influence attitudes. The study compared post-poverty simulation findings of different disciplines. Undergraduate students from four disciplines were surveyed following participation in a Poverty Simulation. Researchers focused on quantitative analysis using the Attitude Toward Poverty Short Form (Yun & Weaver, 2010). Students in Nursing, Education, and Communication Disorders viewed poverty with less stigma and were more likely to view poverty as a function of structural factors than business students. The Poverty Simulation is an effective experiential learning component for influencing a change in attitudes toward people in poverty. After participating in the Poverty Simulation, students from different disciplines had varied views regarding those in poverty. Additional interventions may be needed for students to develop more positive attitudes concerning those in poverty.

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“…In this respect, it is important to understand the limitations of a poverty simulation for learning about poverty. For example, existing studies (Browne & Roll, 2016; Dudley-Marling, 2015; Garrett-Wright et al, 2021) have not shown improvement in deficit perspectives on those affected by poverty, which can be seen as a testament to the resiliency of participants’ beliefs. Additional evaluations of student attitudes toward poverty following an interactive simulation are needed to further evaluate its effectiveness (Clarke et al, 2016; Menzel et al, 2014).…”

Section: Poverty Simulationsmentioning

confidence: 99%

Poverty Simulation With Teacher Candidates to Increase Awareness About Poverty

Briscoe¹

2023

Journal of Experiential Education

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Background: Research suggests that many educators hold inaccurate or incomplete perceptions of poverty leading to stereotyping of students living in poverty. It is important for future teachers to understand more about the complexities of poverty so they can bridge gaps between misconceptions and understanding for their students, families, and school communities. Purpose: This study examined teacher candidates’ preconceived thoughts and changes in perceptions toward poverty based on participation in an experiential learning activity (i.e., a poverty simulation). Methodology/Approach: The participants ( n = 94) were in their final term of a 2-year teacher education program in Ontario, Canada. This mixed-method study used a Community Action Poverty Simulation combined with the quantitative presurvey Undergraduate Perception of Poverty Tracking Survey and qualitative postgroup discussions. Findings/Conclusions: Results indicated that the poverty simulation was an effective tool for disrupting poverty perceptions and myths among teacher candidates and provided insight into further areas to increase understanding. Implications: Based on the findings, poverty simulations are a promising experiential learning process for teacher education programs as a cost-effective, consciousness-raising exercise that can prompt deeper levels of learning for teacher candidates and better prepare them to teach students living in poverty.

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Interactive Poverty Simulation: Nursing Students’ Perceptions of Poverty

Cited by 8 publications

References 8 publications

A poverty simulation to enhance nursing student knowledge, skills, and attitudes toward people living in poverty

A poverty simulation to enhance nursing student knowledge, skills, and attitudes toward people living in poverty

Comparison of Students’ Attitudes Towards Poverty Following an Interdisciplinary Poverty Simulation

Poverty Simulation With Teacher Candidates to Increase Awareness About Poverty

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