Use of Simulation to Integrate Cultural Humility Into Advanced Health Assessment for Nurse Practitioner Students

Ndiwane, Abraham; Baker, Nancy C.; Makosky, Antonia; Reidy, Patricia; Guarino, A. J.

doi:10.3928/01484834-20170817-11

Cited by 40 publications

(39 citation statements)

References 13 publications

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“…Simulation is a promising teaching strategy for fostering cultural competency and cultural competence behaviors in undergraduate nursing students, as simulation technology can facilitate realistic encounters with diverse patient cultures [ 28 ]. Indeed, several recent studies have reported positive outcomes for use of simulation to develop cultural competency in undergraduate and graduate nursing students in clinical and community settings [ 29 , 30 , 31 , 32 ]. These studies implemented various simulation strategies, including use of an exemplar video and simulated interview with an African-American standardized patient [ 29 ], poverty simulation in a community setting [ 30 ], use of culturally diverse simulation scenarios for alcohol and drug use [ 31 ], and development of a virtual simulation case for patients with diabetes in a community setting [ 32 ].…”

Section: Discussionmentioning

confidence: 99%

“…Indeed, several recent studies have reported positive outcomes for use of simulation to develop cultural competency in undergraduate and graduate nursing students in clinical and community settings [ 29 , 30 , 31 , 32 ]. These studies implemented various simulation strategies, including use of an exemplar video and simulated interview with an African-American standardized patient [ 29 ], poverty simulation in a community setting [ 30 ], use of culturally diverse simulation scenarios for alcohol and drug use [ 31 ], and development of a virtual simulation case for patients with diabetes in a community setting [ 32 ]. Given the positive results produced by these strategies, nursing educators should consider integrating cultural competency learning opportunities into their use of simulation in order to immerse students in diverse cultural contexts.…”

Section: Discussionmentioning

confidence: 99%

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Assessment of Patient Safety and Cultural Competencies among Senior Baccalaureate Nursing Students

Lee

Peters

et al. 2020

IJERPH

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This descriptive, correlational, cross-sectional study examined nursing students’ educational experiences on self-reported perceptions of patient safety and cultural competence in terms of curriculum content and learning venues. We performed descriptive analyses and a one-way analysis of variance with a sample of senior-year nursing students (N = 249) attending three state universities in the United States. We used the Nurse of the Future Nursing Core Competency Model, the Patient Safety Competency Self-Evaluation Tool for Nursing Students, and The Cultural Competence Assessment Instrument. Overall, participants reported that patient safety and cultural competencies were addressed in their curricula primarily through classroom activities as opposed to laboratory/simulation or clinical settings. Among the required patient safety knowledge topics, elements of highly reliable organizations were covered the least. For patient safety competency, participants reported higher scores for attitude and lower scores for skill and knowledge. For cultural competency, participants scored much higher for cultural awareness and sensitivity than behavior. There was no statistically significant difference between scores for patient safety and cultural competencies by nursing school. The results support the need for curriculum development to include all important aspects of patient safety and cultural competencies in various teaching/learning venues.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Assessment of Patient Safety and Cultural Competencies among Senior Baccalaureate Nursing Students

Lee

Peters

et al. 2020

IJERPH

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“…Although there is a need for more research, simulation based training depicting plausible real life scenarios and objective structured clinical examination's (OSCEs), which are practical exams during which the student must conduct a health assessment on an actor posing as a client, may also offer nursing students the opportunity to acquire culturally humble practices in diverse contexts such as when working or communicating with sexually and/or gender diverse persons (Foronda et al, ; Foronda & MacWilliams, ; Ndiwane, Baker, Makosky, Reidy, & Guarino, ). Simulation training should be offered on more than one occasion and students should participate in a variety of simulations to ensure all diversity is represented in their learning including sexual orientation, gender identity, race, age, and religion (Foronda & MacWilliams, ).…”

Section: Shifting To Cultural Humility and Cultural Safetymentioning

confidence: 99%

Fostering positive spaces in public health using a cultural humility approach

Allwright

Goldie

Almost

et al. 2019

Public Health Nursing

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Culturally competent frameworks used within health care systems are contributing to the discrimination and marginalization of sexually and/or gender diverse persons. In this discursive paper, we argue that cultural humility ought to be implemented as the best practice approach for fostering sexually and gender diverse positive spaces in public health settings. A paradigm shift away from cultural competence frameworks toward cultural humility is necessary. This shift can be achieved by enhancing educational opportunities for public health nursing students and professionals and by recruiting organizational leaders to be champions for systemic change. In order to achieve this, we must establish effective educational programs that espouse cultural humility practices and develop valid measurement tools for assessing the provision of culturally humble care. This would equip educators, students, practitioners, and organizational leaders with the necessary tools to guide and assess their performance. Integrating a culturally humble approach will ultimately enhance self‐reported cultural safety in public health spaces and reduce health inequities experienced by sexually and/or gender diverse clients and staff members.

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“…In order to address these uneven power dynamics that are inherently part of the therapeutic relationship, scholars have offered to move beyond the cultural competence framework, which emphasizes a "way of doing" to embracing a cultural humility approach, which refers to the therapist's "way of being" with the client (Hook et al, 2016;Ndiwane et al, 2017). Cultural humility is guided by values that promote diversity and equity while being attentive to structures of power and hierarchy in cross-cultural interactions.…”

Section: Discussionmentioning

confidence: 99%

A qualitative study examining the quality of working alliance as a function of the social identifies of clients and therapists during the mental health intake

Nakash

Cohen

Aharoni

et al. 2020

Qualitative Social Work

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Therapists are faced with the challenge of developing effective ways to advance cross-cultural engagement with a rapidly growing diverse client population. In this qualitative study, we characterized the way clients and therapists described the quality of working alliance during the mental health intake and examined whether these descriptions vary as a function of their social identities. We conducted in-depth interviews with Ashkenazi (socially advantaged group; n = 22) therapists and their Mizrahi (socially disadvantaged group n = 29) or Ashkenazi (n = 26) clients immediately following their intake session in four mental health clinics in Israel. We performed a thematic analysis. Overall, interrater reliability among three raters who coded the narratives was high (kappa = 0.72, therapist; 0.70, client). Across all client and therapist interviews, we identified eight central themes detailing different qualities of the working alliance: (1) feeling understood, (2) feeling comfortable, (3) openness and cooperation, (4) trust, (5) empathy and identification, (6) frustration and disappointment, (7) anger and hostility, and (8) emotional disengagement. On average, clients reported 2.56 (standard deviation = 1.17) and therapists described 2.65 (standard deviation = 1.45) themes in each session. Overall, concordant and discordant dyads described similar themes with few exceptions. In particular, being part of a discordant dyad may affect the client’s interpretation of non-verbal communication as well as the therapist’s evaluation of the client’s openness and trustworthiness. Although less frequent, when anger and hostility were described by therapists, these characterized the interaction with Mizrahi clients. We discuss implications to care including the need to promote a culturally humble approach to providing care for minorities.

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Use of Simulation to Integrate Cultural Humility Into Advanced Health Assessment for Nurse Practitioner Students

Abstract: The favorable knowledge outcomes from this teaching intervention support future applications of OSCE methodology for teaching sensitive cross-cultural content. [J Nurs Educ. 2017;56(9):567-571.].

Cited by 40 publications

References 13 publications

Assessment of Patient Safety and Cultural Competencies among Senior Baccalaureate Nursing Students

Assessment of Patient Safety and Cultural Competencies among Senior Baccalaureate Nursing Students

Fostering positive spaces in public health using a cultural humility approach

A qualitative study examining the quality of working alliance as a function of the social identifies of clients and therapists during the mental health intake

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