Yvonne L Weideman1, Lisa Young2, Joan Such Lockhart3, Faye J Grund4, Mark M Fridline5, Marie Panas6. 1. Assistant Professor and Coordinator of the Accelerated Second Degree Program, Duquesne University, School of Nursing, Pittsburgh, PA 15282.. Electronic address: weidemany@duq.edu. 2. Assistant Professor, Director of Simulation, College of Nursing and Health Sciences, Ashland University, College of Nursing and Health Sciences, Ashland, Oh 44805.. Electronic address: lyoung3@ashland.edu. 3. Clinical Professor & MSN Nursing Education Program Coordinator, Duquesne University, School of Nursing, Pittsburgh, PA 15282.. Electronic address: lockhart@duq.edu. 4. Dean, Professor, College of Nursing and Health Sciences, University of Akron, Akron, Oh 44325.. Electronic address: fgrund@ashland.edu. 5. Senior Instructor, Department of Statistics, University of Akron, Akron, Oh 44325.. Electronic address: mmf@uakron.edu. 6. Visiting Professor, Duquesne University, School of Nursing, Pittsburgh, PA 15282.. Electronic address: panas892@duq.edu.
Abstract
The purpose of this project was to design, implement, and evaluate a virtual simulation experience (VSE) facilitating student access to diverse cultures and strengthening their ability to provide culturally congruent care. DESIGN: Faculty from two universities collaborated in designing a pre/postnatal VSE with African American and Amish patients. Students viewed patient assessments, interacted with patients, worked in teams to develop culturally appropriate care plans, and engaged in debriefing. Outcomes measurements included Jeffreys' Transcultural Self-Efficacy Test (TSET), researcher developed care plans, and program evaluation. RESULTS: Over 80% (N=141) of the invited students consented. Significant increases occurred in overall and subscale post-TSET scores (P<.001). Care plan mean scores were ≥8.82 out of 10 points per category. Students recognized the need to be nonjudgmental in patient care. CONCLUSIONS: This study suggests that VSEs are effective in transcending geographic barriers, gaining access to diverse cultures, and strengthening students' cultural competence.
The purpose of this project was to design, implement, and evaluate a virtual simulation experience (VSE) facilitating student access to diverse cultures and strengthening their ability to provide culturally congruent care. DESIGN: Faculty from two universities collaborated in designing a pre/postnatal VSE with African American and Amish patients. Students viewed patient assessments, interacted with patients, worked in teams to develop culturally appropriate care plans, and engaged in debriefing. Outcomes measurements included Jeffreys' Transcultural Self-Efficacy Test (TSET), researcher developed care plans, and program evaluation. RESULTS: Over 80% (N=141) of the invited students consented. Significant increases occurred in overall and subscale post-TSET scores (P<.001). Care plan mean scores were ≥8.82 out of 10 points per category. Students recognized the need to be nonjudgmental in patient care. CONCLUSIONS: This study suggests that VSEs are effective in transcending geographic barriers, gaining access to diverse cultures, and strengthening students' cultural competence.