A concept analysis of cultural sensitivity

Cultural sensitivity is used ubiquitously, yet different meanings are constructed. An improved understanding of the term as described within health care and in general would enhance nurses' understanding and communication with professionals and clients. To uncover the current meaning of cultural sensitivity, a concept analysis was performed. Findings included the attributes of knowledge, consideration, understanding, respect, and tailoring. Necessary antecedents were diversity, awareness, and an encounter. The consequences were effective communication, effective intervention, and satisfaction. A definition of cultural sensitivity was proposed. Providers may benefit from recognizing and addressing the identified antecedents and attributes to obtain the positive consequences of employing cultural sensitivity

Cultural Humility in Simulation Education: A Missing Standard?

•Cultural humility warrants consideration as a future International Nursing Association for Clinical Simulation standard.•Cultural humility should be interpreted in the broadest sense in simulation—from addressing differences in ethnicity to differences among professions.•Students must be prepared to be competent in a multicultural world

Short of Transformation: American ADN Students' Thoughts, Feelings, and Experiences of Studying Abroad in a Low-Income Country

ADN students are a large yet distinct subgroup of nursing students who require research and understanding. The purpose of this study was to describe the thoughts, feelings, and experiences of American associate degree nursing (ADN) students who participated in a short study abroad course in a low-income country. A qualitative, narrative method was used. Three categories emerged from the analysis. Participants revealed thoughts of “constant comparisons”, feelings of an “emotional journey”, and they experienced “learning”. Participants did not demonstrate perspective transformation as defined by Mezirow as participants signified no intent for social action. Several potential blocks to perspective transformation were identified: egocentrism/emotional disconnect, perceived powerlessness/being overwhelmed, and a vacation mindset. The findings provide insight into the student experience of studying abroad. Transformative learning is not a guaranteed result. Nurse educators must consider strategies to foster transformation including discussing global systemic oppressors, international relations, coping, connecting, and social action

As Simple as Black and White: The Presence of Racial Diversity in Simulation Product Advertisements

This study examined 2,035 body parts and 395 full-sized manikins within simulation catalogues/brochures distributed at an international simulation conference. This study employed a quantitative, descriptive design. Ninety-four percent of the body parts displayed were White and 6% were Black. Of the manikins, 94% were White and 6% were Black, a disproportionate representation of the population. We recommend changing policy in simulation to require diversity as a standard to influence manufacturers and educators to provide inclusive learning environments. •Only 6% of the body parts and manikins displayed were Black.•Increasing the presence of racial diversity in simulation is warranted.•Changing simulation standards will facilitate more inclusive learning environments

Reducing the risk of unintended retained surgical sponges: A quality improvement project

•Unintended retained surgical sponges are detrimental never-events.•Application of education and technology augments the surgical count process.•Use of combined evidence-based strategies prevent unintended retained surgical sponges . Unintended retained surgical sponges (URSSs) are preventable catastrophic events that occur in the surgical environment. A community hospital in the southern United States sought to reduce the occurrence of URSSs by implementing a quality improvement initiative. We conducted a practice improvement project that incorporated safety-sponge technology preceded by education and training. Staff knowledge and practice expectations were assessed using a pre-post-intervention survey followed by internal audit. Staff knowledge significantly improved after the tailored education and training. A chart audit conducted 15 weeks after the intervention showed compliance with the technology was 99.4%, incorrect surgical counts went from 4% to 0.8%, and number of URSSs went from 2 to 0. The project demonstrated a reduced risk of incorrect surgical counts and URSSs in the facility

Use of simulation for global health pre-departure training

Opportunities for students to participate in global health mission trips have expanded. However, lack of pre-departure training is often reported and has been associated with negative outcomes for participants. Simulation is an effective method for providing customized situational learning. To evaluate the effectiveness of a Pre-Departure Training program incorporating simulation for advanced practice registered nursing (APRN) students prior to a global health mission trip. This program employed a pre-posttest design with surveys administered at baseline, after a computer-based learning module, and after a simulation-based learning experience. A university in the Southeastern United States. Twenty-two APRN students in their first clinical rotation of the program. APRN students with interest in global health missions partake in a pre-departure training program. Pre-departure training includes a computer-based learning module followed by an outdoor simulation replicating a low-income setting. Pre-posttest surveys assessed students' perceptions of confidence, skill, knowledge and comfort regarding global health. A skills checklist was used to evaluate student clinical patient presentation during the simulation. Students' preparedness scores increased after the computer-based learning and significantly increased after the simulation. In the simulation, 42% of students successfully completed their patient presentation during their first attempt while 58% required remediation. After the pre-departure program, students felt more confident in their global health knowledge, and felt significantly more prepared to provide health care in a low-income country. Schools of nursing offering global health mission trips or study abroad programs should consider implementing pre-departure programs using simulation as a teaching method. •Global health missions to low-resource countries are growing in popularity.•Lack of adequate pre-departure training may negatively affect students while abroad.•Pre-departure training may mitigate these effects.•Simulation prepares students for the challenges faced in foreign environments

Exploration of a Racially Diverse Sample of Nursing Students' Satisfaction, Self-Efficacy, and Perceptions of Simulation Using Racially Diverse Manikins: A Mixed Methods Pilot Study

This study examined a racially diverse sample of nursing students’ participation in simulation using racially diverse manikins. This mixed-methods pilot study utilized pre-post self-efficacy and post satisfaction measures of 16 black and 16 white students. Following completion of the simulation experience, the students participated in single-race focus groups. There was a statistically significant difference (p < .001). Results provide baseline evidence that race of both students and manikins may be a demographic characteristic variable that influences outcomes in simulation. Further research is needed to determine if race is a variable that can be added to the NLN/Jeffries simulation theory

Barriers and Facilitators of Asthma Management as Experienced by African American Caregivers of Children with Asthma: An Integrative Review

African American children with asthma demonstrate significant health disparities and poor health outcomes. Understanding the burdens faced by parents and caregivers of children with asthma may be helpful to develop future interventions to address this disparity. The purpose of this integrative review was to reveal the barriers and facilitators of child asthma management experienced by African American caregivers. Whittemore and Knafl's (2005) method of integrative review was used to review 40 articles. The integrative review involved appraising the quality of the literature, conducting a thematic analysis, and evaluating the barriers and facilitators of pediatric asthma management experienced by African American caregivers. Barriers and facilitators were identified as themes. Barriers included caregiver burdens, and lack of home and neighborhood safety. Facilitators were family and community support, education and empowerment, and culturally competent healthcare providers. To improve the care of African American children with asthma, nurses should work to engage, communicate, and foster trust with families. Nurses should assess and address the family caregivers' burdens while emphasizing support systems