Understanding poverty through virtual simulation: implications for student clinical practice

Abstract

Abstract Background Competency-based education among baccalaureate nursing students is emerging based on American Association of Colleges of Nursing Essentials. With the impact of COVID-19 on nursing education and AACN recommendations, changes were required to provide alternative modes of delivery and means of assessment. Purpose Virtual poverty simulation data is limited. The use of virtual poverty simulation will ensure students’ mastery of core competencies while offering versatility in an online environment. Methods Students virtually completed online pre-work, SPENT, a virtual poverty simulation, online debriefing, post-simulation assessment using the Simulation Effectiveness Tool, and post-simulation journaling. Results 94 % of students demonstrated improved clinical decision making, increased confidence in prioritizing care, communication and reporting, and fostering patient safety. Four themes were identified from journals. Conclusions The use of virtual poverty simulation with baccalaureate nursing students was identified as useful pedagogy for increasing student understanding of health implications related to poverty in a virtual learning environment.