Journal
CLINICAL SIMULATION IN NURSING
Volume 10, Issue 2, Pages E87-E94Publisher
ELSEVIER SCIENCE INC
DOI: 10.1016/j.ecns.2013.07.002
Keywords
objective structured clinical examination; standardized patients; simulation; cultural competence; cultural assessment; graduate nursing students; critical thinking skills; cultural assessment survey
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Funding
- Technology Integration Program for Nursing Education and Practice (TIP-NEP), Duke University School of Nursing, North Carolina
- Health Resource and Service Administration
- Graduate School of Nursing, University of Massachusetts Worcester
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Background: Although many programs emphasize knowledge enhancement on caring for patients from diverse cultural backgrounds, few integrate cultural assessments, skills, and encounters with these patients. To fill this gap, an objective structured clinical examination (OSCE) with culturally diverse standardized patients was introduced to 29 first-year graduate nursing students. Method: The learning experience was implemented in three phases: (a) Pretest, (b) didactic introduction to culturally sensitive issues, and (c) video-recorded OSCE with two ethnically diverse, standardized patients. A posttest and final evaluation concluded the experience. Results/Conclusions: The objective scoring of student competency from the SPs was positive, especially their assessment of patient use of alternative therapies. The students perceived that their critical thinking skills were enhanced. (C) 2014 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved.
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