Developing Cultural Competency through Clinical Simulation in a Senior Level Baccalaureate Community Health Course

Friday, 3 August 2012: 8:50 AM

Katheryn B. Arterberry, DNP, APRN, FNP-BC
Vicki S. Wissing, BSN, MSN, RN
Pamela B. Simmons, PhD, RN
College of Nursing and Allied Health, Northwestern State University of Louisiana, Shreveport, LA

US Census (2010) data indicates a record number of people – 46.2 million – are living in poverty today – the largest number in the history of the census report.  Studies have shown via a number of indicators that those who are poor are more likely to experience poor health outcomes.  Nurses are indispensible partners on the healthcare team and need to be able to provide compassionate and culturally sensitive care to this most vulnerable population.  Furthermore, research demonstrates that when nursing students are allowed clinical opportunities to work with and on the behalf of poor persons, they develop a more tolerant view of persons living in poverty (Sword, Reutter, Meager-Stewart, & Rideout, 2004).  Clinical simulation is one method that has been shown to augment students’ learning and effectively teach the desired nursing principles.

Sword, W., Reutter, L., Meagher-Stewart, D, & Rideout, E. (2004). Baccaluarate nursing student’s attitudes toward poverty: Implications for nursing curricula. Journal of Nursing Education, 43, 13-19. 

U.S. Census (2010). Retrieved 11.9.11