Effectiveness of Virtual Simulation to Enhance Cultural Competence in Pre-licensure and Licensed Health Professionals: A Systematic Review

Chae, Duckhee; Yoo, Ji Myong; Kim, Jaseon; Ryu, Jeeheon

doi:10.1016/j.ecns.2021.04.013

Cited by 14 publications

(3 citation statements)

References 30 publications

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“…The course framework which was integrated into the mentoring education described in this study can be freely accessed and used in the development of future mentoring education . Further technological solutions could be integrated into education such as the use of virtual simulation (Chae et al, 2021) or mobile app-based education (Sung and Park, 2021). Providing additional opportunities for mentors to interact with CALD nursing students could be offered to support continuous development of mentors' competence.…”

Section: Discussionmentioning

confidence: 99%

Educational intervention to support development of mentors' competence in mentoring culturally and linguistically diverse nursing students: A quasi-experimental study

Oikarainen

Kaarlela

Heiskanen

et al. 2022

Nurse Education Today

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Section: Discussionmentioning

confidence: 99%

Educational intervention to support development of mentors' competence in mentoring culturally and linguistically diverse nursing students: A quasi-experimental study

Oikarainen

Kaarlela

Heiskanen

et al. 2022

Nurse Education Today

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“…In some cases, even the duration of the simulation itself is not indicated in the text. Moreover, experimental procedures were sometimes described insufficiently which echoes the findings by Chae et al [40]. Therefore, it is still under question whether VR is capable to prompt learners' generative processing, that is, to induce their involvement [41] to ensure long-term educational benefits.…”

Section: Effect Sizementioning

confidence: 99%

The Impact of Virtual Reality on Post-Compulsory Students’ Learning Outcomes: A Review with Meta-Analysis

Bazhenova

Ozenbayev

Janabayev

et al. 2022

Int. J. Emerg. Technol. Learn.

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Virtual reality provides learners with an opportunity to run through situations that could not be accessed in the real world, which makes this technology an attractive alternative or a supplement to conventional instruction. This integrative review sought to bring together the impacts of immersive interventions on post-compulsory student learning performance. Nine empirical studies resulted from the screening process on the basis of eligibility criteria. Overall, there was a low to moderate mean effect size using a random-effects model (Hedge’s g = 0.31 [-0.27, 0.90], p = 0.218) for the application of high-immersion activities to education. As in previous reviews on the topic, considerable variance in the effect sizes was detected, thus precluding conclusive statements on the effectiveness of virtual educational simulations for accelerating learning outcomes in post-secondary settings. Some implications of the analysis for the educational practice are provided.

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“…3 Given this demand for CE, currently available programs focus primarily on social determinants of health and cultural competency. [4][5][6][7] Despite these well-intentioned curricula, disparities persist because disremembering the context of structural oppression has contributed to its perpetuation by silence and indifference. [8][9][10] Establishing the historical context of White supremacy ideology, colonialism, and imperialism, and the current lack of antiracist policies is necessary in any curricula for health care practitioners that aim to address inequity, with an emphasis on unlearning the language of dehumanization and centering the patient.…”

Section: Introductionmentioning

confidence: 99%

The Tea House Series: Striving Together to be Antiracist

2022

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Background Though awareness of health care structures that are racist and oppressive is increasing among health care professionals, there is a gap in continuing education curricula focused on antiracist anti-oppressive practices, and limited faculty and staff development to guide individuals towards action. Aim To develop, implement, and evaluate a novel antiracist faculty and staff development program called the Tea House Series. Setting and Participants A five-part continuing education series with an accompanying online community for faculty and staff at the divisions of Hospital Medicine in one institution in the western United States. Program Description The four foundational pillars integral to the Tea House Series were as follows: educational framework based on the pedagogy of Paulo Freire, local disparities data, welcoming space to establish a community of practice and accountability. Each session contained participant dialogue in small group activities. Program Evaluation Qualitative analysis of participant survey responses demonstrated transformation towards a hope to act with a sense of community. Quantitative analysis measured increased confidence for the program learning objectives. Discussion The Tea House Series may be used as a model for continuing education to provide the tools and the community to confront systems of racism and oppression in any institution.

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Effectiveness of Virtual Simulation to Enhance Cultural Competence in Pre-licensure and Licensed Health Professionals: A Systematic Review

Cited by 14 publications

References 30 publications

Educational intervention to support development of mentors' competence in mentoring culturally and linguistically diverse nursing students: A quasi-experimental study

Educational intervention to support development of mentors' competence in mentoring culturally and linguistically diverse nursing students: A quasi-experimental study

The Impact of Virtual Reality on Post-Compulsory Students’ Learning Outcomes: A Review with Meta-Analysis

The Tea House Series: Striving Together to be Antiracist

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