Turk Melanie T, Colbert Alison M
Duquesne University, 518 Fisher Hall, 600 Forbes Ave., Pittsburgh, PA 15282, United States of America.
Duquesne University, 524C Fisher Hall, 600 Forbes Ave., Pittsburgh, PA 15282, United States of America.
Nurse Educ Today. 2018 Dec;71:174-179. doi: 10.1016/j.nedt.2018.09.035. Epub 2018 Sep 29.
Increased numbers of individuals and families in the United States are living below the poverty level. Beginning nursing students must start to develop an understanding of the constraints of living in poverty and its relationship with health.
To describe the effects of a poverty simulation implemented in a freshman-level course as a beginning preparation for working with patients who face financial hardship.
Descriptive study with a pre-test and post-test design.
School of Nursing within a private, religiously-affiliated university in the northeastern United States.
170 freshman-level Bachelor of Science in Nursing (BSN) students.
Students participated in a poverty simulation designed to sensitize participants to the experience and realities of living in a typical low-income family. Using the Undergraduate Perceptions of Poverty Tracking Survey, data were collected on students' general attitudes toward poverty, empathy for those living in poverty, and commitment to addressing poverty, two weeks prior to and one week after the poverty simulation experience.
A significant decrease was noted in total scores from pre-simulation to post-simulation with a mean decrease of 7.9 ± 10.1 points (±standard deviation), p < .001. Significant decreases were also noted in four of the six subscales, including the Welfare Attitudes, Poor are Different, Equal Opportunity and Lack of Resources subscales, ps < .001. Changes represent improvements in the students' attitudes toward poverty, empathy for those faced with poverty, and recognition of societal and structural barriers encountered by individuals living in poverty.
This poverty simulation contributed to building empathy among freshman, BSN students and preparing them, early on, to provide more sensitive care to economically-disadvantaged populations. Nursing programs should include similar learning experiences at the beginning of curricula, so that this knowledge becomes an integral part of the care students provide throughout their clinical experiences.
美国生活在贫困线以下的个人和家庭数量不断增加。刚开始学习护理的学生必须开始理解贫困生活的限制及其与健康的关系。
描述在大一课程中实施的贫困模拟对为面临经济困难的患者提供护理做初步准备的效果。
采用前后测试设计的描述性研究。
美国东北部一所私立宗教附属大学的护理学院。
170名大一护理学理学学士（BSN）学生。
学生参与了一个贫困模拟活动，旨在使参与者对典型低收入家庭的生活经历和现实情况产生敏感认识。使用《贫困认知追踪调查本科生版》，在贫困模拟体验前两周和体验后一周收集学生对贫困的总体态度、对贫困人口的同理心以及解决贫困问题的承诺等数据。
从模拟前到模拟后总分显著下降，平均下降7.9±10.1分（±标准差），p<0.001。六个子量表中的四个也有显著下降，包括福利态度、穷人不同、机会平等和资源匮乏子量表，p<0.001。这些变化表明学生对贫困的态度有所改善，对贫困人口的同理心增强，并且认识到贫困人口所面临的社会和结构障碍。
这种贫困模拟有助于在大一BSN学生中培养同理心，并使他们尽早为向经济弱势群体提供更贴心的护理做好准备。护理专业课程应在课程开始时纳入类似的学习体验，以便这种知识成为学生在整个临床实习中提供护理的一个组成部分。
Zotero 插件