2.50
Hdl Handle:
http://hdl.handle.net/10755/603285
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
A Poverty Simulation for Heath Care Professions Students
Other Titles:
The Use of Simulation in Nursing Education [Session]
Author(s):
Kidd, Lori I.; Hartman, Sheri; Hartman, Sheri
Lead Author STTI Affiliation:
Delta Omega
Author Details:
Lori I. Kidd, PhD, RN, CNS, kidd@uakron.edu; Sheri Hartman, RN, CPNP
Abstract:
Session presented on Monday, November 9, 2015: Purpose:  Research was conducted to evaluate whether a poverty simulation presented for health care professions students effected a change in attitudes toward those living in poverty. Problem: Poverty is on the rise in the United States (National Center for Health Statistics, 2012).  Poverty is a significant social determinant of health, impacting mental illness, obesity, cardiovascular health and other acute and chronic illnesses. It is essential that nursing students and other health care professionals develop an empathic understanding for the complexity of poverty and related health outcomes, yet few undergraduate students may have real life experience or exposure with this vulnerable population (Patterson & Hulton, 2011; Yang, Woomer, Agbemenu, & Williams, 2014). It is also important to educators and clinicians to work in collaborative interprofessional groups to provide the most comprehensive and highest quality health care for clients.  Methodology:  Undergraduate students (n=80) enrolled in nursing, social work, and child life specialist programs in a large midwestern University participated in a poverty simulation.  An interprofessional team organized and conducted the simulation.  The simulation lasted approximately 3 hours and required the students to role play being part of a low income family for a month. An effort was made to put students from different health care majors together in families and during debriefing to allow different perspectives to emerge.  Community volunteers who had real life experience living in poverty staffed resource agencies providing assistance. Students were asked to complete a pre and posttest that assessed attitudes toward those living in poverty (Short Form of the Attitude Toward Poverty Scale, Yun & Weaver, 2010). A section for general comments collected qualitative data. Analysis: Paired sample t-tests were used to determine differences in attitude toward those living in poverty pre and post simulation. T-test analysis was completed on questionnaires that were fully completed (n=37), contained <10% missing data (n=58), and with mean replacement for missing data (n=58). Qualitative comments were insufficient to analyze beyond basic descriptive statistics (i.e. percentages of objectives met, etc).  Additional analysis of data from a scheduled simulation April 2015 will be included in the presentation. Findings: There was no significant overall change in attitudes pre and post simulation; however, multiple items of the scale demonstrated significance (p<.05). Subjective comments about the experience were very positive. Implications for Nursing: Although subjective data indicated effectiveness of the poverty simulation, more rigorous methodology is necessary to collect reliable empirical evidence.  Additional simulations emphasizing interprofessional collaboration will be offered to subsequent classes of students.  Simulations can also be adapted to incorporate more vulnerable populations such as more older adults and clients with chronic mental illness.
Keywords:
poverty simulation; healthcare professionals; attitudes
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15D01
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleA Poverty Simulation for Heath Care Professions Studentsen
dc.title.alternativeThe Use of Simulation in Nursing Education [Session]en
dc.contributor.authorKidd, Lori I.en
dc.contributor.authorHartman, Sherien
dc.contributor.authorHartman, Sherien
dc.contributor.departmentDelta Omegaen
dc.author.detailsLori I. Kidd, PhD, RN, CNS, kidd@uakron.edu; Sheri Hartman, RN, CPNPen
dc.identifier.urihttp://hdl.handle.net/10755/603285en
dc.description.abstractSession presented on Monday, November 9, 2015: Purpose:  Research was conducted to evaluate whether a poverty simulation presented for health care professions students effected a change in attitudes toward those living in poverty. Problem: Poverty is on the rise in the United States (National Center for Health Statistics, 2012).  Poverty is a significant social determinant of health, impacting mental illness, obesity, cardiovascular health and other acute and chronic illnesses. It is essential that nursing students and other health care professionals develop an empathic understanding for the complexity of poverty and related health outcomes, yet few undergraduate students may have real life experience or exposure with this vulnerable population (Patterson & Hulton, 2011; Yang, Woomer, Agbemenu, & Williams, 2014). It is also important to educators and clinicians to work in collaborative interprofessional groups to provide the most comprehensive and highest quality health care for clients.  Methodology:  Undergraduate students (n=80) enrolled in nursing, social work, and child life specialist programs in a large midwestern University participated in a poverty simulation.  An interprofessional team organized and conducted the simulation.  The simulation lasted approximately 3 hours and required the students to role play being part of a low income family for a month. An effort was made to put students from different health care majors together in families and during debriefing to allow different perspectives to emerge.  Community volunteers who had real life experience living in poverty staffed resource agencies providing assistance. Students were asked to complete a pre and posttest that assessed attitudes toward those living in poverty (Short Form of the Attitude Toward Poverty Scale, Yun & Weaver, 2010). A section for general comments collected qualitative data. Analysis: Paired sample t-tests were used to determine differences in attitude toward those living in poverty pre and post simulation. T-test analysis was completed on questionnaires that were fully completed (n=37), contained <10% missing data (n=58), and with mean replacement for missing data (n=58). Qualitative comments were insufficient to analyze beyond basic descriptive statistics (i.e. percentages of objectives met, etc).  Additional analysis of data from a scheduled simulation April 2015 will be included in the presentation. Findings: There was no significant overall change in attitudes pre and post simulation; however, multiple items of the scale demonstrated significance (p<.05). Subjective comments about the experience were very positive. Implications for Nursing: Although subjective data indicated effectiveness of the poverty simulation, more rigorous methodology is necessary to collect reliable empirical evidence.  Additional simulations emphasizing interprofessional collaboration will be offered to subsequent classes of students.  Simulations can also be adapted to incorporate more vulnerable populations such as more older adults and clients with chronic mental illness.en
dc.subjectpoverty simulationen
dc.subjecthealthcare professionalsen
dc.subjectattitudesen
dc.date.available2016-03-21T16:47:17Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:47:17Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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