Using Standardized Patients to Teach and Evaluate Nurse Practitioner Students on Cultural Competency

2004 ◽  
Vol 1 (1) ◽  
Author(s):  
Carolyn M. Rutledge ◽  
Laurel Garzon ◽  
Micah Scott ◽  
Karen Karlowicz
Keyword(s):  
Cultural Competency ◽  
Nurse Practitioners ◽  
Nurse Practitioner ◽  
Standardized Patient ◽  
Diverse Populations ◽  
Culturally Competent ◽  
Safe Environment ◽  
Assessment Skills ◽  
Nurse Practitioner Students ◽  
Physical Assessment Skills

With the increasing diversity in the American population, it is imperative that nurse practitioners learn to manage patients with varying healthcare beliefs and needs. In order to develop culturally competent nurse practitioners, a number of methods have been developed. Many of the current methods focus on improving the awareness and knowledge of nurse practitioners regarding diverse populations. However, very few of the current programs focus on improving the skills and increasing the encounters the students have with diverse populations. This paper focuses on providing nurse practitioner students with diverse encounters using culturally enhanced standardized patient scenarios. The standardized patient programs provide nurse practitioner students with the opportunity to develop knowledge and skills related to cultural competency in a safe environment where the students can practice communication and physical assessment skills as they receive feedback from the patients they are seeing.

Nurse Practitioner Students’ Perceptions on Delivering Culturally Congruent Care to Vulnerable Mexican Immigrants: A Qualitative Study

2021 ◽  
pp. 154041532110204
Author(s):  
Linda S. Eanes ◽  
Carolina Huerta ◽  
Lilia Azeneth Fuentes ◽  
Beatriz Bautista
Keyword(s):  
Nurse Practitioners ◽  
Nurse Practitioner ◽  
Race And Ethnicity ◽  
Mexican Immigrants ◽  
Group Discussion ◽  
Cultural Beliefs ◽  
Cultural Influences ◽  
Therapeutic Communication ◽  
Culturally Congruent ◽  
Nurse Practitioner Students

Increasingly, nurse practitioners serve as vanguards in providing primary health care to vulnerable Mexican immigrants. The aims of this study were to explore the lived experiences of nurse practitioner students in caring for Mexican immigrant patients and to capture their meaning of cultural influences deemed essential to the delivery of culturally congruent care. An exploratory descriptive design was employed. Purposive sampling was used to select 17 nurse practitioner students who volunteered to complete a semistructured face-to-face audio-taped interview and follow-up focus group discussion. Constant comparison was utilized to analyze data. From this process, four distinct themes emerged: Culturally congruent care extends beyond race and ethnicity, understands the importance of therapeutic communication, accepts complementary and alternative medical modalities, and recognizes the importance of eating patterns, food choices, and perceptions of ideal weight and health. These findings build on our understanding of key evidence–based cultural beliefs and practices that are important in delivering culturally congruent care to this subgroup.

scholarly journals A Retrospective Analysis of the Cultural Competence of Chiropractic Students in a Public Health Course

2012 ◽  
Vol 26 (2) ◽  
pp. 169-174 ◽  
Author(s):  
Kim B. Khauv ◽  
Joel Alcantara
Keyword(s):  
Cultural Competence ◽  
Cultural Competency ◽  
Male Students ◽  
Training Methods ◽  
Diverse Populations ◽  
Culturally Competent ◽  
Item Questionnaire ◽  
Health Course ◽  
Quasi Experimental ◽  
Chiropractic Students

Purpose: Diverse communities require chiropractors to be culturally competent to serve diverse populations. The purpose of this analysis is to describe the effect on knowledge and confidence to serve diverse populations following 6 hours of cultural competency training. Methods: Using a quasi-experimental one-group design, a paired t-test using a 40-item questionnaire to assess knowledge and a 15-item questionnaire to rate confidence was used for the stated purpose. Results: A total of 45 students completed the 40-item questionnaire and 48 students completed the 15-item questionnaire. Analyses showed significant increases from pre-to post-training (Δ score = 21.34%; p < 0.001) in knowledge to serve diverse populations; but in confidence no significant change was found (Δ score = 0.24; p = 0.26). However, when accounting for sex differences, female students showed a significant increase in confidence with 7 of the 15 items at p < 0.05, while male students did not achieve signifi-cant changes in any of these items. Conclusions: The knowledge of chiropractic students increased significantly following a course in cultural competence. Their confidence to serve diverse populations, however, did not change significantly. Further examination of the data revealed that baseline measures on confidence may be relatively high. Further study is required to determine the covariates of successful training in cultural competency.

scholarly journals The mPOWERED Electronic Learning System for Intimate Partner Violence Education: Mixed Methods Usability Study (Preprint)

2019 ◽  
Author(s):  
Charmayne Hughes ◽  
Elaine A Musselman ◽  
Lilia Walsh ◽  
Tatiana Mariscal ◽  
Sam Warner ◽  
...  
Keyword(s):  
Health Care ◽  
Intimate Partner Violence ◽  
Nurse Practitioners ◽  
Nurse Practitioner ◽  
Partner Violence ◽  
Usability Testing ◽  
Intimate Partner ◽  
Learning System ◽  
Common Resource ◽  
Nurse Practitioner Students

BACKGROUND Nurse practitioners are a common resource for victims of intimate partner violence (IPV) presenting to health care settings. However, they often have inadequate knowledge about IPV and lack self-efficacy and confidence to be able to screen for IPV and communicate effectively with patients. OBJECTIVE The aim of this study was to develop and test the usability of a blended learning system aimed at educating nurse practitioner students on topics related to IPV (ie, the mPOWERED system [Health Equity Institute]). METHODS Development of the mPOWERED system involved usability testing with 7 nurse educators (NEs) and 18 nurse practitioner students. Users were asked to complete usability testing using a speak-aloud procedure and then complete a satisfaction and usability questionnaire. RESULTS Overall, the mPOWERED system was deemed to have high usability and was positively evaluated by both NEs and nurse practitioner students. Respondents provided critical feedback that will be used to improve the system. CONCLUSIONS By including target end users in the design and evaluation of the mPOWERED system, we have developed a blended IPV learning system that can easily be integrated into health care education. Larger-scale evaluation of the pedagogical impact of this system is underway.

scholarly journals Development of clinical competence – a longitudinal survey of nurse practitioner students

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
I. Taylor ◽  
P. C. Bing-Jonsson ◽  
E. Finnbakk ◽  
S. Wangensteen ◽  
L. Sandvik ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nurse Practitioners ◽  
Nurse Practitioner ◽  
Clinical Competence ◽  
Clinical Studies ◽  
Work Experience ◽  
Longitudinal Survey ◽  
Clinical Leadership ◽  
Nurse Practitioner Students ◽  
Practitioner Education

Abstract Background In order to achieve a sustainable standard of advanced clinical competence for nurse practitioners leading to a credible role, it is important to investigate the development of clinical competence among nurse practitioner students. Aim The aim of the present study is to analyse the development of nurse practitioner students’ self-assessed clinical competence from the beginning of their education to after completion of their clinical studies. Design The study involved the application of a longitudinal survey design adhering to STROBE guidelines. Methods The participants consisted of 36 registered nurses from a nurse practitioner programme at a Norwegian university. The Professional Nurse Self-Assessment Scale II was used for data collection during the period August 2015 to May 2020. Results The students developed their clinical competence the most for direct clinical practice. Our findings are inconclusive in terms of whether the students developed clinical competence regarding consultation, coaching and guidance, and collaboration. However, they do indicate a lack of development in some aspects of clinical leadership. The students with the lowest level of clinical competence developed their clinical competence regarding direct clinical practice significantly more than the students with the highest level of clinical competence. The differences between students with high and low levels of clinical competence were levelled out during their education. Thus, the students as a whole became a more homogenous group after completion of their clinical studies. Previous work experience in primary healthcare was a statistically significant, yet minor, predictor of the development of clinical competence. Conclusion Our findings indicate that the students developed their clinical competence for direct clinical practice in accordance with the intended learning outcomes of the university’s Master’s programme and international standards for nurse practitioners. It is imperative that the clinical field supports nurse practitioners by facilitating extended work-task fits that are appropriate to their newly developed clinical competence. We refrain from concluding with a recommendation that prior clinical work experience should be an entry requirement for nurse practitioner programmes. However, we recommend an evaluation of the nurse practitioner education programme with the aim of investigating whether the curriculum meets the academic standards of clinical leadership expected in advanced level of nursing.

scholarly journals The mPOWERED Electronic Learning System for Intimate Partner Violence Education: Mixed Methods Usability Study

JMIR Nursing ◽  
10.2196/15828 ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. e15828
Author(s):  
Charmayne Hughes ◽  
Elaine A Musselman ◽  
Lilia Walsh ◽  
Tatiana Mariscal ◽  
Sam Warner ◽  
...  
Keyword(s):  
Health Care ◽  
Intimate Partner Violence ◽  
Nurse Practitioners ◽  
Nurse Practitioner ◽  
Partner Violence ◽  
Usability Testing ◽  
Intimate Partner ◽  
Learning System ◽  
Common Resource ◽  
Nurse Practitioner Students

Background Nurse practitioners are a common resource for victims of intimate partner violence (IPV) presenting to health care settings. However, they often have inadequate knowledge about IPV and lack self-efficacy and confidence to be able to screen for IPV and communicate effectively with patients. Objective The aim of this study was to develop and test the usability of a blended learning system aimed at educating nurse practitioner students on topics related to IPV (ie, the mPOWERED system [Health Equity Institute]). Methods Development of the mPOWERED system involved usability testing with 7 nurse educators (NEs) and 18 nurse practitioner students. Users were asked to complete usability testing using a speak-aloud procedure and then complete a satisfaction and usability questionnaire. Results Overall, the mPOWERED system was deemed to have high usability and was positively evaluated by both NEs and nurse practitioner students. Respondents provided critical feedback that will be used to improve the system. Conclusions By including target end users in the design and evaluation of the mPOWERED system, we have developed a blended IPV learning system that can easily be integrated into health care education. Larger-scale evaluation of the pedagogical impact of this system is underway.

Small talk as work talk: Enacting the patient-centered approach in nurse-practitioner-patient visits

2018 ◽  
Vol 14 (2) ◽  
pp. 97-107 ◽  
Author(s):  
Staci Defibaugh
Keyword(s):  
Nurse Practitioners ◽  
Nurse Practitioner ◽  
Medical Visit ◽  
Patient Centered ◽  
Small Talk ◽  
Medical Visits ◽  
Relational Work ◽  
The Us ◽  
The Individual ◽  
Patient Relationships

Small talk in medical visits has received ample attention; however, small talk that occurs at the close of a medical visit has not been explored. Small talk, with its focus on relational work, is an important aspect of medical care, particularly so considering the current focus in the US on the patient-centered approach and the desire to construct positive provider– patient relationships, which have been shown to contribute to higher patient satisfaction and better health outcomes. Therefore, even small talk that is unrelated to the transactional aspect of the medical visit in fact serves an important function. In this article, I analyze small talk exchanges between nurse practitioners (NPs) and their patients which occur after the transactional work of the visit is completed. I focus on two exchanges which highlight different interactional goals. I argue that these examples illustrate a willingness on the part of all participants to extend the visit solely for the purpose of constructing positive provider–patient relationships. Furthermore, because exchanges occur after the ‘work’ of the visit has been completed, they have the potential to construct positive relationships that extend beyond the individual visit.

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