Cultural competence learning of the health care students using simulation pedagogy: An integrative review

Silén-Lipponen, Marja; Suvi, Aura

doi:10.1016/j.nepr.2021.103044

Cited by 20 publications

(13 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These findings are supported by Cicolini et al (2015) , Yilmaz et al (2017) , Červený et al (2020) , and Antón-Solanas et al (2021) . Marja and Suvi (2021) report that simulations allow the integration of cultural elements into different vocational training and deepen the overall understanding of patient-centered cultural practices among simulation participants.…”

Section: Discussionmentioning

confidence: 99%

Methods of increasing cultural competence in nurses working in clinical practice: A scoping review of literature 2011–2021

et al. 2022

View full text Add to dashboard Cite

AimTraining for the development of cultural competence is often not part of the professional training of nurses within the European Economic Area. Demographic changes in society and the cultural diversity of patients require nurses and other medical staff to provide the highest quality healthcare to patients from different cultural backgrounds. Therefore, nurses must acquire the necessary cultural knowledge, skills, and attitudes as part of their training and professional development to provide culturally competent care to achieve this objective.ObjectiveThis review aims to summarize existing methods of developing cultural competence in nurses working in clinical practice.DesignA scoping review of the literature.MethodThe following databases were used: PubMed, ScienceDirect, ERIH Plus, and Web of Science using keywords; study dates were from 2011 to 2021.ResultsThe analysis included six studies that met the selection criteria. The studies were categorized as face-to-face, simulations, and online education learning methods.ConclusionEducational training for cultural competence is necessary for today’s nursing. The training content should include real examples from practice, additional time for self-study using modules, and an assessment of personal attitudes toward cultural differences.

show abstract

Section: Discussionmentioning

confidence: 99%

Methods of increasing cultural competence in nurses working in clinical practice: A scoping review of literature 2011–2021

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Role-play is used to develop students' communication skills and empathy, with the goal of increasing patient comfort and safety. The literature supports using these teaching-learning strategies to address cultural competence in health care students (Marja & Suvi, 2021). These strategies were considered appropriate for the diverse population of students at the project site (Fitzgerald & Keyes, 2019).…”

Section: The Flipped Classroommentioning

confidence: 99%

“…Each interaction, simulation, and case study presents opportunities to educate nursing students to provide culturally competent care and effective communication. Ineffective communication, because of ignorance of a patient’s culture, can affect treatment efficacy and patients’ physical, emotional, and mental safety (Marja & Suvi, 2021).…”

mentioning

confidence: 99%

“…Information about content and the time spent teaching nursing students about the LGBTQIA+ population is scarce. A national survey completed in 2015 found that the median time spent on this population was only 2.12 hours (Marja & Suvi, 2021). In addition, studies have shown that nursing students lack the knowledge, skills, and attitudes to care for LGBTQIA+ patients (Carabez, Pellegrini, Mankovitz, Eliason, & Dariotis, 2015; Sherman et al, 2021) and that practicing nurses lack basic education about LGBTQIA+ patient care, which adversely affects the level of care they provide (Carabez, Pellegrini, Mankovitz, Eliason, Ciano, & Scott, 2015).…”

mentioning

confidence: 99%

See 1 more Smart Citation

Using a Flipped Classroom and Role-Play to Introduce Nursing Students to LGBTQIA+ Patient Care

Jordan

2023

Nurs Educ Perspect

View full text Add to dashboard Cite

This project used a flipped classroom method to introduce prelicensure baccalaureate nursing students to the concept of sexual orientation and gender identity and increase student knowledge and comfort in the care of these individuals. Teaching-learning strategies included self-instruction via video and classroom activities of group discussion and role-play. The educational activity used a pre- and posttest design to evaluate learning outcomes. After implementation, students reported a greater understanding of the needs of lesbian, gay, bisexual, transgender, queer/questioning, intersex, and asexual (LGBTQIA+) patients. The results suggest that even a short introduction to the LGBTQIA+ patient’s needs could increase nursing students’ knowledge.

show abstract

“…The development of cultural competence should begin during undergraduate studies, as part of the nursing degree, and its evaluation requires an appropriate tool, in order to assess the outcomes of the teaching provided. Such a tool would also help teachers evaluate the performance of their students and facilitate innovations and changes (Leung et al., 2020; Marja & Suvi, 2021). The use of an appropriate tool to assess students’ cultural competence will help teachers develop effective curricula; however, cultural competency is mandatory and continuing education is required also along with the professional nursing career.…”

Section: Implications For Nursing and Health Policymentioning

confidence: 99%

Spanish adaptation and validation of the Cultural Competence Assessment Tool (CCATool) for undergraduate nursing students

Vázquez‐Sánchez

Casals‐Vázquez

Sánchez-Ojeda

et al. 2022

International Nursing Review

View full text Add to dashboard Cite

To analyse and validate a contextually adapted version of the Papadopoulos' Cultural Competence Assessment Tool (CCATool) for Spanish undergraduate nursing students. Background: Globalization has driven and intensified international migration. Thus, nurses must treat patients of many different cultural origins. Accordingly, both cultural competence and an appropriate tool with which to evaluate it are required. Methods: The CCATool questionnaire was adapted for use in a Spanish context and was evaluated through a questionnaire completed by 262 undergraduate nursing students. Seven days later, the same students completed the questionnaire, without any intervention, and a subgroup of 144 students completed the questionnaire for a third time after taking a course in Transcultural Care. The reliability, sensitivity and stability of the questionnaire were assessed. Results:The reliability of the questionnaire obtained an adequate Cronbach's alpha of 0.81. Stability was assessed at seven days, using the intraclass correlation coefficient, which showed good/excellent results. Moreover, the questionnaire was able to detect the changes related to the nursing educative programme, thus highlighting a good sensitivity of the tool. Conclusion: Cultural competence is an essential element of nurses' education, and instruction in this area should begin as soon as possible. In addition, an appropriate evaluation system is required. For this purpose, the present study describes and analyses a valid, reliable tool for use with undergraduate nursing students in Spain. Implications for nursing and health policy: Health and education policies must be sensitive to the ethnic and cultural differences of the patients who are cared for, and address the situations that cause difficulties in care. Hospitals and health centres must offer good care to patients from diverse cultures, so one of the necessary situations is the training and evaluation of the cultural competence of health professionals.

show abstract

Cultural competence learning of the health care students using simulation pedagogy: An integrative review

Cited by 20 publications

References 53 publications

Methods of increasing cultural competence in nurses working in clinical practice: A scoping review of literature 2011–2021

Methods of increasing cultural competence in nurses working in clinical practice: A scoping review of literature 2011–2021

Using a Flipped Classroom and Role-Play to Introduce Nursing Students to LGBTQIA+ Patient Care

Spanish adaptation and validation of the Cultural Competence Assessment Tool (CCATool) for undergraduate nursing students

Contact Info

Product

Resources

About