Learning About Poverty Through Simulation: A Pilot Evaluation

Hitchcock, Laurel Iverson; Peterson, Dawn Taylor; Debiasi, Laura; Shipman, Sallie; Varley, Allyson L.; White, Marjorie Lee

doi:10.1080/10437797.2018.1434427

Cited by 16 publications

(6 citation statements)

References 34 publications

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“…A distinctive feature of the first theme “To educate beyond nursing education” was that norm criticism was presented as a pedagogical tool to generate learning experiences for nursing students to develop social skills. Social skills, such as an understanding of social justice and health equality (Hitchcock et al, 2018; McGaughey et al, 2019) which have been in demand in nursing education for some time (Song & McCreary, 2020). The studied department integrated the notion of human vulnerability through norm‐critical artwork in the physical learning environment, and by combining it with nursing students reflecting on normality, the department intended to encourage nursing students to evolve social skills grounded in the idea of social justice and health equality.…”

Section: Discussionmentioning

confidence: 99%

“…However, whether social skills can be learned in skill laboratories or similar learning environments has been debated (Hitchcock et al, 2018). Nevertheless, some studies (McGaughey et al, 2019;Vandsburger et al, 2010) have underscored the usefulness of such learning environments in raising awareness among nursing students regarding equal care.…”

Section: Clinical Learning Environments On Nursing Education Campusesmentioning

confidence: 99%

“…Song and McCreary (2020) stated that nursing education should accentuate the development of soft skills (i.e., communication, critical thinking, collaboration) and social skills (i.e., social engagement, advocacy, and empowerment) to prepare nursing students for the practice of nursing. However, whether social skills can be learned in skill laboratories or similar learning environments has been debated (Hitchcock et al, 2018). Nevertheless, some studies (McGaughey et al, 2019; Vandsburger et al, 2010) have underscored the usefulness of such learning environments in raising awareness among nursing students regarding equal care.…”

Section: Clinical Learning Environments On Nursing Education Campusesmentioning

confidence: 99%

See 2 more Smart Citations

When nursing education becomes political: Norm‐critical perspectives in a campus‐based clinical learning environment

Castillo,

Tengelin,

Arveklev

et al. 2023

Nursing Inquiry

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Nursing education is in the process of incorporating critical thinking, social justice, and health inequality perspectives into educational structures, aspiring to help nursing students develop into professional nurses prepared to provide equal care. Norm criticism is a pedagogical philosophy that promotes social justice. This qualitative case study aimed to gain an understanding of and elaborate on an educational development initiative in which norm criticism was incorporated into the composition of a new campus‐based clinical learning environment for nursing education. By analyzing documents and interviews with the help of reflexive thematic analysis three themes were generated: “Intention to educate beyond nursing education,” “Educating in alliance with society,” and “The educative ambiguity of the Clinical Learning Centre.” The case study indicates that the incorporation of norm criticism into a campus‐based clinical learning environment may encourage nursing students to evolve social skills for nursing practice that support health equality within healthcare. By collaborating with society, nursing education can considerably improve its educational frameworks in alignment with societal demands. However, the inclusion of norm criticism in a setting such as a campus‐based clinical learning environment entails a clash with established institutionalized norms and being perceived as too proximate to politics.

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Section: Discussionmentioning

confidence: 99%

Section: Clinical Learning Environments On Nursing Education Campusesmentioning

confidence: 99%

Section: Clinical Learning Environments On Nursing Education Campusesmentioning

confidence: 99%

See 1 more Smart Citation

When nursing education becomes political: Norm‐critical perspectives in a campus‐based clinical learning environment

Castillo,

Tengelin,

Arveklev

et al. 2023

Nursing Inquiry

View full text Add to dashboard Cite

show abstract

“…For example, Wharton and Burg (2017) found that working with medical and pharmacy students on health-related cases increased social work students' confidence in their role on an interprofessional healthcare team. Others have found that social work students can learn about how poverty affects health outcomes by participating in a teambased poverty simulation with other professions such as nursing and occupational therapy (Hitchcock et al, 2018;Vandsburger et al, 2010). Additionally, the social work profession has demonstrated diversity in IPE by working with disciplines such as K-12 education, business, and social innovation as well as the traditional health care professions (Archibald et al, 2016;Lopez et al, 1998).…”

Section: Ipe In Social Work Educationmentioning

confidence: 99%

Using a Standardized Patient Model for Interprofessional Team Training in Social Work

Hitchcock

Shorten

Bosworth

et al. 2020

ASW

Self Cite

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The purpose of this article is to describe the development of a single-session Interprofessional Team (IPT) Training that incorporates the practice of interprofessional teamwork using a health care case study. We will share how a large-scale training that requires interprofessional teams of students to create a treatment plan of care for a standardized patient developed over time and how this experiential learning activity affects learning outcomes for social work students related to interprofessional awareness and teamwork skills. Additionally, we will explore the use of video technology as a pedagogical approach to presenting standardized patients to students. Student responses from three IPT Training sessions provided the data discussed in this article. While overall results are mixed about students’ learning outcomes, trends in the data show this single-session, interprofessional training involving a standardized patient as a promising practice. Lessons learned for social work education are also discussed. The present study advances the field of interprofessional simulation by contributing to our understanding of how a team-based training combined with a standardized patient can be used to increase social work students’ professional awareness about interprofessional teamwork.

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“…Incorporating this innovative approach utilizing the poverty simulation allows students to actively engage in simulated life experiences to develop empathy where they face challenging situations, such as financial hardships, food insecurities, crime, lack of childcare, accessibility to social services, and healthcare, among other challenges, and make difficult decisions to support themselves and/or their struggling families. Simulation has been successful in teaching nursing, social work, and pharmacy students about poverty (Clarke et al, 2016;Hitchcock et al 2018;Reid & Evanson 2016). Incorporating an interprofessional approach for the poverty simulation gives the added advantage of students understanding their own professional role as well as the roles of other health professionals in caring for patients living in poverty.…”

mentioning

confidence: 99%