Abstract
Nursing students find it challenging to provide culture-specific care for patients representing diversity in ethnicity, race, language, socioeconomic status, religion, gender, sexual orientation, immigration history, and lifestyle and frequently lack confidence in their knowledge, skills, and abilities. Simulation has become a useful strategy for teaching nursing students assessment skills, technical skills, teamwork, delegation, self-efficacy, and professional communication. An alarming gap exists within the literature concerning innovative teaching and learning strategies that are carefully designed, implemented, and evaluated and follow a conceptual model, guidelines, and standards to enhance cultural competence development of diverse student groups, who must work with patients from various backgrounds.
Sigma Membership
Upsilon
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Quantitative Research
Keywords:
Clinical Simulation, Culture Specific Care, Standardized Patient Simulation, Self-Efficacy
Advisor
Marianne R. Jeffreys
Second Advisor
Arlene Farren
Degree
PhD
Degree Grantor
The City University of New York
Degree Year
2018
Recommended Citation
San, Eda Ozkara, "Effect of the diverse standardized patient simulation (DSPS) cultural competence education strategy on nursing students' transcultural self-efficacy perceptions" (2023). Dissertations. 1284.
https://www.sigmarepository.org/dissertations/1284
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2023-07-19
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10809107; ProQuest document ID: 2043363043. The author still retains copyright.