A comparison of learning outcomes from two poverty simulation experiences

Abstract

Objectives: Five nationally representative U.S. federal data sources consistently showed the link between poverty and poor health outcomes. To determine the modality effective in teaching students about poverty and health, this study compared the attitudes toward poverty of students participating in the Community Action Poverty Simulation (CAPS) and the poverty table-top simulation (Dwell™). Methods:In this quasi-experimental study, undergraduate and graduate nursing students and physical therapy students participated in either CAPS or a table-top simulation (TTS) depending on their semester of enrollment in the relevant course. The Undergraduate Perception of Poverty Tracking Survey (UPPTS) was administered before and after each simulation. Results:The analysis included 118 matched pairs. Using MANOVA tests, the authors found no group difference in the overall change of attitude after the simulations (p = .232). However, by the subscale analyses, TTS significantly increased students' willingness to help (p = .008, η 2 = 0.058) and their empathy toward those living in poverty (p = .039, η 2 = 0.039). Conclusion:TTS participants had more elements of improvement, but both modalities were found to change participants' attitudes.

Social Determinants of Health in Graduate Nursing Simulation Education

“…Each of the 9 studies that met inclusion criteria for this review used simulated participants (SPs). [17][18][19][20][21][22][23][24][25] Four of the 9 studies incorporated the International Nursing Association for Clinical Simulation and Learning (INACSL) 26 Healthcare Simulation Standards of Best Practice (HSSOBP). [17][18][19][20] The included studies reflected…”

Tools used in nursing education to assess attitudes about poverty: An integrative review

“…This finding might be justified because limited systematization of poverty teaching assessment occurs in the training of nursing students, and when this content is offered, it occurs in an unsystematic and sporadic way in classes (Blair, 2010), not as part of the curricular component of undergraduate courses (Dos Santos et al, 2017;Watts et al, 2021). Knowledge of the effective ways to teach students about the intersection of poverty and health is still scarce (Reutter et al, 2004;Sanko et al, 2021).…”

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

“…The Poverty Simulation was selected as an experiential method to teach students to achieve these goals. Previous research has demonstrated that the Poverty Simulation method may be an appropriate way to educate students on the topic of poverty (Cotton, 1992;Hurley et al, 2021;Nickols & Nielsen, 2011;Sanko et al, 2021;Segal, 2007;van Berkhout & Malouff, 2015). The purpose of this study was to expand on the current literature associated with attitudes toward poverty to see how participation in the Poverty Simulation impacted students from different disciplines.…”