Changing Attitudes About Persons with Disabilities: Effects of a Simulation

Attitudes towards people with physical or intellectual disabilities among nursing, social work and medical students

“…The ATDP scores of nursing students in this study were comparable to those of Greek (Matziou et al., ) and Turkish students (Girli, Sarı, Kırkım, & Narin, ; Uysal et al., ), somewhat lower than those reported for Hong Kong healthcare students and professionals (Au & Man, ), but noticeably lower compared to Dutch, US and New Zealand nursing students (Goddard & Jordan, ; Miller, ; Seccombe, ; Ten Klooster et al., ; Tervo et al., ).…”

Cross-cultural differences in preference for recovery of mobility among spinal cord injury rehabilitation professionals

“…While there are concerns with this methodology, there is the perspective that 'with imagination, reality becomes an object of awareness'. 36 And, there is literature suggesting that 'quasi-disability' experiences using simulation can enhance presimulation attitudes towards persons with a disability 37 and even if simulation exercises run the risk of provoking negative responses from participants, they have merit as constructive educational tools. 38,39 Steinman et al 7 originally developed the Features Resource Trade Off game as a methodology to assess differences between groups and as a means to facilitate a convergence between the consumer and medical rehabilitation perspectives on viewing rehabilitation outcomes.…”

Enhancing Intellectual Empathy: The Lived Experience of Voice Simulation

“…In fact, traditional lecture‐oriented education programs have not improved attitudes of students working with patients who have mental illness, in particular, those with severe illness such as schizophrenia where delusions, paranoia, and hallucinations abound (Christison, Haviland, & Riggs, 2002; Mann & Himelein, 2004). On the other hand, active learning modalities such as journaling, video and audio vignettes of impaired patients, the use of consumer advocates, and small‐group discussions with patients have been used to improve empathy in nurses for clients with severe mental illness (Bell, Horsfall, & Goodin, 1998; Deegan, 2004; Goddard & Jordan, 1998; Happell et al., 2003; Lindgren & Oermann, 1993; Stuart & Arboleda‐Florez, 2001; Thompson, Emrich, & Moore, 2003). Advanced practice nurses in academic and clinical settings share their expertise with the novice nurse through these learning modalities.…”