Cultural Competency and Cultural Humility in Simulation-Based Education: An Integrative Review

Foronda, Cynthia; Baptiste, Diana Lyn; Pfaff, Teresa; Velez, Roseann; Reinholdt, Maren M.; Sanchez, Michael; Hudson, Krysia Warren

doi:10.1016/j.ecns.2017.09.006

Cited by 57 publications

(40 citation statements)

References 22 publications

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“…More recently, cultural competence is described as attitudes, knowledge, and skills that providers can pursue in an effort to care for and show respect for clients of the same and different cultures (Clipsham et al, ; Hammell, ; Turner, Wilson, & Shirah, ). Cultural competence has been widely used in clinical practice and education, and has guided much of the research into positive spaces and the public nursing care of diverse populations (Fahlberg, Baptiste, & Foronda, ; Foronda et al, ; MacDonnell & Daley, ; Wilkerson, Rybicki, Barber, & Smolenski, ). For example, it is used as the framework in the Ontario Public Health Association's guide to positive spaces (Clipsham et al, ) and in a handbook for public health practitioners on caring for sexually and/or gender diverse persons (Turner et al, ).…”

Section: Limitations Of Cultural Competencementioning

confidence: 99%

“…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%

“…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, ). Consistent and informed debriefing after simulations can normalize the process of reflection after interactions and may increase both experience and comfort with diversity and intersectionality (Foronda et al, ; Foronda & MacWilliams, ).…”

Section: Shifting To Cultural Humility and Cultural Safetymentioning

confidence: 99%

See 2 more Smart Citations

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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Section: Limitations Of Cultural Competencementioning

confidence: 99%

Section: Shifting To Cultural Humility and Cultural Safetymentioning

confidence: 99%

Section: Shifting To Cultural Humility and Cultural Safetymentioning

confidence: 99%

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Fostering positive spaces in public health using a cultural humility approach

Allwright

Goldie

Almost

et al. 2019

Public Health Nursing

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“…[18] Both simulation and case-based learning are used in the education of baccalaureate nursing students. In a review of literature of the role of simulation in cultural competence education, Foronda and colleagues [19] described a lack of studies using clear sampling processes, validated instruments, and robust study designs. San [11] also suggested studies using validated instruments and pretest-posttest designs are needed to support the use of simulation to enhance the cultural education of nurses.…”

Section: Introductionmentioning

confidence: 99%

Improving nursing student cultural competence: Comparing simulation to case-based learning

Chung

Jarvill²

2019

JNEP

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Background: Cultural competence encompasses knowledge, skills, and comfort in caring for patients from diverse cultures and is a core competency in providing patient-centered care. Simulation provides an opportunity to expose students to diverse cultures. Case-based learning has been effective in improving nursing student communication and problem-solving skills, but no research describes its use in cultural education. The purpose of this study was to compare the effect of simulation to case-based learning on nursing students’ perceived cultural competence, awareness, and sensitivity.Methods: Eighty baccalaureate nursing students were randomly assigned to a simulation experience or case-based learning exercise. The Cultural Competence Assessment Survey was used to measure perceived cultural competence, awareness, and sensitivity. Results: Both simulation and case-based learning improved nursing student perceived cultural awareness and sensitivity. Case-based learning improved perceived cultural competence.Conclusions: Integration of cultural learning opportunities into nursing education provides a foundation for continued development of cultural competence.

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“…Therefore, understanding the obstacles against clinical education can result in better and faster recognition of the obstacles against clinical education, finding solutions, and resolving them through enhancing learning quality, preventing expenditure of nonessential costs, and determining better strategies based on the recognized obstacles [21][22][23][24][25][26][27][28][29]. The studies conducted in this area suggest that most studies have investigated the obstacles individually, and only in a few of them which have reviewed the literature of obstacles of clinical learning, the most important obstacles included time and financial constraints as well as lack of access to evidencebased literature [18,[30][31][32][33]. Considering the crucial importance of understanding the factors and search by the researcher, so far no study has been conducted as systematic review to examine the obstacles against clinical education as the most important dimension of nursing education to train qualified nurses for providing quality healthcare services [34][35][36].…”

Section: Introductionmentioning

confidence: 99%

The barriers of clinical education in nursing: A systematic review

Shadadi¹,

Sheyback²,

Balouchi³

et al. 2018

biomedicalresearch

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Considering the great significance of proper clinical education in training nurses qualifying for provision of quality care, this study has been conducted with the aim of investigating the obstacles against clinical education among the nurses. In this systematic review study, international databases (PubMed, Web of Science, Scopus, CINHAL, EMBASE, ERIC, Google scholar, as well as national banks including Magiran and SID) were searched from the time of inception until January 30, 2018. The obstacles of clinical education in individual areas (associated with students (Lack of motivation in students), professors (Absence of experience professor with a high academic level), and nurses (Personnel uncooperativeness)), managerial (Shortage of time), facilities (Deficit of facilities and working conditions), structures, and other areas were identified. Based on the obstacles identified across various dimensions, proper plans and strategies should be designed and implemented with each of the obstacles to enhance the quality of clinical education.

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Cultural Competency and Cultural Humility in Simulation-Based Education: An Integrative Review

Cited by 57 publications

References 22 publications

Fostering positive spaces in public health using a cultural humility approach

Fostering positive spaces in public health using a cultural humility approach

Improving nursing student cultural competence: Comparing simulation to case-based learning

The barriers of clinical education in nursing: A systematic review

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