Janice L. Tatum FNP, MSN, CHSE , Diane E. Van Hoose PhD, RN , Monica K. Esquivel PhD, RDN, CSSD , Pauline M. McFall MPH, PhD Candidate
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引用次数: 0
Abstract
Background
This single-group pre-/post-test quantitative pilot study with prelicensure nursing students (n = 6) used multi-disciplinary and multi-ethnic faculty to develop culturally responsive learning scenarios on nutritional care for diverse patients experiencing type 2 diabetes, anemia, and irritable bowel syndrome.
Methods
Interprofessionaly designed nutrition simulations used standardized patients, a pre-event nutrition concepts worksheet, pre-briefing, anonymized pre-/post-test, data collection, instructor-supervised feedback by trained patient actors to students, and PEARLs debriefing. SIM interaction diverse learning practices were measured by the NLN's EPQ-C tool.
Results
Interprofessional team-developed culturally responsive nutrition simulations enhanced factual and cultural quality of scenarios with perspectives from nursing, dietetics, social work, simulation science, and multicultural backgrounds. Trained actors as patients added realism and depth to student simulation.
Conclusion
Offering multiple authentic, active learning experiences on nutritional nursing care is possible in a single half-day format.
期刊介绍：
Teaching and Learning in Nursing is the Official Journal of the National Organization of Associate Degree Nursing. The journal is dedicated to the advancement of Associate Degree Nursing education and practice, and promotes collaboration in charting the future of health care education and delivery. Topics include: - Managing Different Learning Styles - New Faculty Mentoring - Legal Issues - Research - Legislative Issues - Instructional Design Strategies - Leadership, Management Roles - Unique Funding for Programs and Faculty
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