The Poverty Simulation:  Increasing Teacher Sensitivity for Students Living in Poverty

Rice, Aviva Goelman; McCall, Linda Ann; Ogden, Jacqueline E.

doi:10.20429/nyarj.2017.020208

Cited by 8 publications

(6 citation statements)

References 17 publications

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“…We chose to use the adapted version of the CAPS assessment tool by Goelman et al 27 These researchers made minor adaptations to the assessment survey included with the CAPS 2008 kit which was not available with ours. We chose to use this adapted version because the five‐items ask participants to rate their understanding of various aspects of living in poverty on a 5‐point Likert scale (1 = No understanding; 5 = Almost complete understanding) and allowed us to measure the QSEN knowledge domain.…”

Section: Methodsmentioning

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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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: Methodsmentioning

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 central feature of the intervention is an immersive group experience where up to 80 participants take on roles of people living in poverty and try to “make ends meet” for the duration of a simulated month. The effectiveness of CAPS has been investigated by researchers in a range of fields, and has been shown to improve attitudes, increase awareness, and foster empathy for people living in poverty among samples of students (Engler et al., 2020; Steck et al., 2011; M. Todd et al., 2011), nurses (Ehmke & Sanner‐Stiehr, 2021; Yang et al., 2014), teachers (Goelman Rice et al., 2017), dentists (Lampiris et al., 2017), pharmacists (Clarke et al., 2016), and social service workers (Engler et al., 2020).…”

Section: The Current Researchmentioning

confidence: 99%

From passerby to ally: Testing an intervention to challenge attributions for poverty and generate support for poverty‐reducing policies and allyship

Waddell

Wright

Mendel

et al. 2023

Anal Soc Iss & Public Policy

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Despite the ubiquity of poverty, its causes remain largely misunderstood and many attribute poverty to individual shortcomings. This stigma not only predicts negative physical and mental health outcomes for those living in poverty, it also psychologically distances them from the economically advantaged. Thus, solutions to the problem of poverty should include efforts to reduce stigma among the economically advantaged, who are often crucial decision‐makers with the power and resources to act as allies. The current research utilized an intensive and immersive intervention designed to challenge the attributions that underpin poverty stigma. In two studies, we tested the effectiveness of this intervention. Results of both studies demonstrate that participation in the intervention consistently predicted more favorable attributions for poverty, and that these changes in attributions, in turn, had meaningful positive effects on participants’ support for poverty‐reducing policies and willingness to engage in poverty‐related allyship.

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“…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). Additional research on the effects of the Poverty Simulation has been completed with educational professionals (Engler et al, 2019;Goelman-Rice et al, 2017), healthcare workers (Murray et al, 2022), and business and community members (Nickols & Nielsen, 2011;Pankow, 2006).…”

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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The Poverty Simulation: Increasing Teacher Sensitivity for Students Living in Poverty

Cited by 8 publications

References 17 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

From passerby to ally: Testing an intervention to challenge attributions for poverty and generate support for poverty‐reducing policies and allyship

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

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