- Title
- Exploring nursing students' perspectives of a novel point-of-view disability simulation
- Creator
- Levett-Jones, Tracy; Govind, Natalie; Jakimowicz, Samantha; Pich, Jacqueline; Hoffman, Kerry; Lapkin, Samuel; Yeun-Sim Jeong, Sarah; Noble, Danielle; Maclellan, Lorna; Norton, Carol; Robinson-Reilly, Melissa
- Relation
- Clinical Simulation in Nursing Vol. 18, Issue May, p. 28-37
- Publisher Link
- http://dx.doi.org/10.1016/j.ecns.2017.10.010
- Publisher
- Elsevier
- Resource Type
- journal article
- Date
- 2018
- Description
- Background: Empathy is integral to therapeutic relationships and person-centered care. Interventions specifically targeting empathy toward people who have a disability may be of benefit to nursing education. Method: In this article, we describe a novel point-of-view simulation designed to enhance empathy toward people who have a disability as a result of acquired brain injury. Nursing students' perspectives of the simulation were examined using a concurrent nested mixed methods design and using the Satisfaction with Disability Simulation Experience Scale, which includes 18 closed and one open-ended question. Results: A total of 384 second-year nursing students from a population of 488 participated, giving a response rate of 79%. The overall mean satisfaction score was 4.49/5.0 (standard deviation = 0.55), indicating a high level of agreement with each of the survey items. Thirty-five participants responded to the open-ended question, and analysis of their comments revealed three themes: A valuable experience, new insights, and standing in someone else's shoes. Conclusion: Given that there is compelling research about the benefits of empathic engagement with patients, the results from this study support continuing investment in point-of-view simulation experiences.
- Subject
- empathy; disability; acquired brain injury; point-of-view simulation; nursing student; student experience
- Identifier
- http://hdl.handle.net/1959.13/1402279
- Identifier
- uon:35022
- Identifier
- ISSN:1876-1399
- Language
- eng
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