Evaluating Cultural Competence in Undergraduate Nursing Students using Standardized Patients

Abstract

BackgroundThe need for culturally competent health-care providers is essential in reducing health disparities and ensuring positive patient outcomes. The purposes of this study were to describe the baseline level of self-reported cultural competence of undergraduate nursing students and compare between groups learning this material with lecture only and those learning with lecture and simulation with culturally diverse standardized patients. MethodA mixed method and design was used for this study. ResultsThere was a statistically significant increase in the level of cultural competence in both groups who participated in the study. Results also present thematically analyzed reactions of participants to the simulation in which several broad themes emerged including participants initially feeling nervous then comfortable during the simulation and finding the simulation extremely valuable. ConclusionThis research suggests that the use of standardized patients is an effective teaching strategy in nursing education particularly as a supplement to traditional lecture.