Cynthia Foronda

Cultural Humility: A Concept Analysis

Diversity is being increasingly recognized as an area of emphasis in health care. The term cultural humility is used frequently but society’s understanding of the term is unclear. The aim of this article was to provide a concept analysis and a current definition for the term cultural humility. Cultural humility was used in a variety of contexts from individuals having ethnic and racial differences, to differences in sexual preference, social status, interprofessional roles, to health care provider/patient relationships. The attributes were openness, self-awareness, egoless, supportive interactions, and self-reflection and critique. The antecedents were diversity and power imbalance. The consequences were mutual empowerment, partnerships, respect, optimal care, and lifelong learning. Cultural humility was described as a lifelong process. With a firm understanding of the term, individuals and communities will be better equipped to understand and accomplish an inclusive environment with mutual benefit and optimal care.

Interprofessional communication in healthcare: An integrative review

The link between miscommunication and poor patient outcomes has been well documented. To understand the current state of knowledge regarding interprofessional communication, an integrative review was performed. The review suggested that nurses and physicians are trained differently and they exhibit differences in communication styles. The distinct frustrations that nurses and physicians expressed with each other were discussed. Egos, lack of confidence, lack of organization and structural hierarchies hindered relationships and communications. Research suggested that training programs with the use of standardized tools and simulation are effective in improving interprofessional communication skills. Recommendations include education beyond communication techniques to address the broader related constructs of patient safety, valuing diversity, team science, and cultural humility. Future directions in education are to add courses in patient safety to the curriculum, use handover tools that are interprofessional in nature, practice in simulation hospitals for training, and use virtual simulation to unite the professions.

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.

Transformative Learning Through Study Abroad in Low-Income Countries

Study abroad in low-income countries is an emerging trend in nursing education, yet student outcomes vary from positive to negative. Study abroad in low-income countries can be transformative because it has the potential to increase student awareness of socioeconomic relations, structural oppression, and human connectedness. The authors discuss 10 strategies to facilitate transformative learning in students who study abroad.

Use of multiuser, high-fidelity virtual simulation to teach leadership styles to nursing students.

According to the American Association of Colleges of Nursing’s Essentials of Master’s Education in Nursing, leadership (Essential II) and use of technology (Essential V) are key elements in a master’s nursing curriculum. Faculty members may argue it is difficult for students to act in a leadership position when in the role of a student learner in a new clinical environment. To provide students an engaging learning experience as a leader, an innovative approach involves using a virtual clinical environment. Using virtual environments is advantageous so students become comfortable with technology as well as experience challenging clinical experiences from the vantage of a leader. This pedagogy has not been well studied. Evidence regarding the effectiveness of using virtual simulation in the classroom is needed to guide faculty. The purpose of the study was to evaluate the intervention of virtual simulation to teach leadership styles to students in a master’s program in nursing education.

Evaluation of virtual simulation in a master's-level nurse education certificate program

Master’s-level, nurse education certificate students performed virtual clinical simulations as a portion of their clinical practicum. Virtual clinical simulation is an innovative pedagogy using avatars in Web-based platforms to provide simulated clinical experiences. The purpose of this mixed-methods study was to evaluate nurse educator students’ experience with virtual simulation and the effect of virtual simulation on confidence in teaching ability. Aggregated quantitative results yielded no significant change in confidence in teaching ability. Individually, some students indicated change of either increased or decreased confidence, whereas others exhibited no change in confidence after engaging in virtual simulation. Qualitative findings revealed a process of precursors of anxiety and frustration with technical difficulties followed by outcomes of appreciation and learning. Instructor support was a mediating factor to decrease anxiety and technical difficulties. This study served as a starting point regarding the application of a virtual world to teach the art of instruction. As the movement toward online education continues, educators should further explore use of virtual simulation to prepare nurse educators.

Virtually Nursing: Emerging Technologies in Nursing Education.

Augmented reality and virtual simulation technologies in nursing education are burgeoning. Preliminary evidence suggests that these innovative pedagogical approaches are effective. The aim of this article is to present 6 newly emerged products and systems that may improve nursing education. Technologies may present opportunities to improve teaching efforts, better engage students, and transform nursing education.

Handover and transport of critically ill children: An integrative review

BACKGROUND The handover and transport of critically ill pediatric patients requires communication amongst multiple disciplines. Poor communication is a leading cause of sentinel events and human factors affect handover and transport. OBJECTIVES To synthesize published data on pediatric handover and transport and identify gaps to provide direction for future investigation. METHODS Integrative literature review. RESULTS Forty research studies were reviewed and revealed the following themes: risk for patient complications, standardized communication, and specialized teams and teamwork were associated with improved outcomes. No articles were identified regarding transportation of critically ill pediatric patients from the emergency room to the intensive care unit. There was a knowledge gap in best practices in handover and transport within the unique subsets of the pediatric population including neonate, toddler, school-aged, and adolescents. CONCLUSIONS Research supported a combined approach of specialized teams using standardized communication in the handover and transport of the pediatric patient to improve outcomes. Further study is warranted on interprofessional (team to team) handover practices, select subsets of the pediatric population, and the handover and transport of critically ill patients from the emergency room to the intensive care unit.

A Mixed-Methods, International, Multisite Study to Develop and Validate a Measure of Nurse-to-Physician Communication in Simulation

AIM This study examined the reliability and validity of the ISBAR Interprofessional Communication Rubric (IICR). BACKGROUND Improving education regarding communication in health care is a global priority. Communication is difficult to measure and no evaluation rubrics were located that uniquely focused on nurse‐to‐physician communication in simulation. METHOD This study used a mixed‐methods design and included five sites. RESULTS The IICR was determined reliable among nurse educator raters (rs = 0.79). The scale was found valid as assessed by nurse and physician experts (content validity index = 0.92). When describing their experience of using the tool, nurse educator raters described three categories: overall acceptability of the tool, ease of use, and perceptions of the importance of communication skills for patient safety. CONCLUSION Teaching and evaluating communication in simulation with a standardized rubric is a research area in need of further exploration and refinement.

Spice up teaching online

As the online movement progresses, nurse educators rely on leading organizations such as Quality Matters and The Sloan Consortium for guidance in best practices.1,2 These organizations provide resources aimed at ensuring quality in online course design and administration. They provide excellent guid