Strengthening Cultural Competence in Prenatal Care With a Virtual Community: Building Capacity Through Collaboration

Effect of the Diverse Standardized Patient Simulation (DSPS) Cultural Competence Education Strategy on Nursing Students’ Transcultural Self-Efficacy Perceptions

“…Current literature about the effects of clinical simulation as an educational intervention demonstrate that itmay enhance cultural awareness, communication, collaborative teamwork, critical thinking and decision-making skills, as well as cultural knowledge and assessment skills of diverse nursing students (Byrne, 2017;Grossman et al, 2012;Garrido et al, 2014;Ndiwane et al, 2014;Rutledge et al, 2008). Yet, a literature search yielded only two published studies concerning cultural competence education, clinical simulation, and TSE using the CCC model and its corresponding TSET tool (Grossman et al, 2012;Weideman et al, 2016). Grossman et al (2012) conducted a bi-national high-fidelity simulation study with American (n = 48) and Norwegian (n = 25) nursing students.…”

“…Within the last decade, clinical simulation has been recognized as an innovative teaching and learning method in nursing education; however, there is little documented research concerning clinical simulation for cultural competence development. The literature search yielded only two published clinical simulation studies targeting BSN students (Grossman et al, 2012;Weideman et al, 2016) and utilizing the CCC model and its corresponding TSET. Both studies focused on the use of high-fidelity patient simulation (HFPS) and virtual simulation experience (VSE) to enhance cultural competence education; they did not employ SP simulation.…”

“…The educational intervention developed for this study, the Diverse Standardized Patient Simulation (DSPS), is a multidimensional teaching and learning strategy that aims to improve students' knowledge, skills, and attitudes with regard to providing culturally competent nursing care. Thus, in addition to Grossman et al's (2012) and Weideman et al's (2016) studies, the researcher selected and analyzed studies that were: a) guided by the CCC model to develop, implement, and evaluate multidimensional teaching and learning strategies; and/or b) administered corresponding the TSET to evaluate TSE perceptions of ADN and BSN nursing students. As recommended by Lunenburg and Irby (2008), the funnel approach was applied to synthesize and report onthe literature findings.…”

“…Several researchers applied the CCC model to guide and develop innovative multidimensional teaching and learning strategies and evaluated ADN (Jeffreys & Smodlaka, 1999a;Jeffreys & Dogan, 2012;Jeffreys, O'Donnell, & Xiao, 2010;2016a), BSN (Adams & Nevel, 2016a;Curtis et al, 2011Curtis et al, , 2016Grossman et al, 2012;Halter et al, 2014;McArthur, Mixer, & Fancher, 2016a;Weideman et al, 2016), and doctoral (Singleton, 2017) nursing students' TSE by administering the TSET as pretest and post-test. In a longitudinal study, Jeffreys and Smodlaka (1999a) explored the changes in ADN (n = 51) students' TSE perceptions following completion of an ADN curriculum that integrated various teaching and learning activities to enhance culturally competent care in addition to the multidimensional education strategy of Cultural Discovery.…”

Análise da efetividade do estágio prático internacional de enfermagem em relação ao estágio prático nacional de enfermagem

“…(1,2) Therefore, the need for a nursing curriculum that strengthens nursing students' character, making it easier for them to easily accommodate to changing medical settings, has been raised. (3)(4)(5)(6) In this context, studies have frequently been conducted on strengthening self-efficacy, (7) cultural competency (8) and global competency. (9) In 2017, the estimated foreign population living in South Korea was 1.5 million, which accounted for about 3% of the total population.…”