Ndiwane Abraham N, Baker Nancy C, Makosky Antonia, Reidy Patricia, Guarino Anthony J
J Nurs Educ. 2017 Sep 1;56(9):567-571. doi: 10.3928/01484834-20170817-11.
Increasing cultural humility among nursing students requires the application of knowledge and skills. The integration of an Objective Structured Clinical Examination (OSCE) offered nurse practitioner students practice in simulation.
This learning activity included pre- and postassessments of knowledge regarding cultural issues and level of student satisfaction. Course content included an exemplar video and a simulation interview with an African American standardized patient.
Of the 65 students enrolled, 97% completed OSCE interviews and 81% completed pre- and postsurveys. A 2-domain 3 × 2-time within-subjects ANOVA indicated a statistically significant interaction effect, reinforced by descriptive statistics. Follow-up paired t tests detected a significantly large knowledge increase. Standardized patient scenarios scored highest for satisfaction, followed by critical thinking, and with self-confidence scoring lowest.
The favorable knowledge outcomes from this teaching intervention support future applications of OSCE methodology for teaching sensitive cross-cultural content. [J Nurs Educ. 2017;56(9):567-571.].
提高护生的文化谦逊意识需要知识和技能的应用。客观结构化临床考试（OSCE）的整合为执业护士学生提供了模拟练习的机会。
这项学习活动包括对文化问题知识和学生满意度水平的前后评估。课程内容包括一个示范视频和与一名非裔美国标准化病人的模拟访谈。
在65名注册学生中，97%完成了OSCE访谈，81%完成了前后调查。一个2领域3×2时间的组内方差分析显示出统计学上显著的交互作用，描述性统计进一步强化了这一结果。后续配对t检验发现知识有显著大幅增加。标准化病人场景的满意度得分最高，其次是批判性思维，自信心得分最低。
这项教学干预带来的良好知识成果支持了OSCE方法在未来用于教授敏感跨文化内容的应用。[《护理教育杂志》。2017；56(9):567 - 571。]
