Keywords
culturally responsive care
empathy
simulation
simulated patients
mixed methods research
reflective practice
Kolb's experential learning cycle
How to Cite
Abstract
Aim
The aim of this pilot project study was to explore nursing students’ learning experience of delivering culturally responsive care and empathetic communication skills while working with an adolescent simulated patient.
Background
Many health care providers voice a lack of confidence in interacting with adolescents. In addition, demonstrating empathetic communication remains a common challenge for many students pursuing careers in the health professions. Furthermore, few studies have explored student performance and empathetic communication in culturally responsive care while working with adolescents.
Design
The study used a mixed-method design using surveys, faculty observations, and focus groups.
Method
The study sample consisted of Bridging students (Registered Practical Nurse to Bachelor of Science in Nursing), (n = 29) randomized into groups of 6 to 7 students. Students completed a self-reporting instrument, the Jefferson Scale of Empathy-Health Professions-student (JSE-HPS), before and after the simulation learning experience. Four faculty members participated as simulation observers and completed the Jefferson Scale of Patient Perceptions of Nurse Empathy (JSPPNE). Focus groups were conducted to gain deeper insight into the students’ experiences and perceptions of culturally responsive care and empathetic communication skills.
Results
Students’ total empathy scores improved after a simulation working with simulated adolescents and mother. Students’ total empathetic scores were higher than faculty observer scores. Focus group data revealed four main themes: cognitive (awareness), understanding (of the patient’s experiences & perspectives), communication skills, and intention to help.
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