Interactive Poverty Simulation: Nursing Students' Perceptions of Poverty

Virtual Poverty Simulation: Effect on Attitudes Toward Poverty in Nursing Students

BACKGROUND

Simulation has been shown to be an effective teaching strategy for increasing nursing students' knowledge and empathy toward individuals with low income. Virtual simulation is effective in teaching critical thinking, situational awareness, and empathy.

METHOD

This mixed-method study examined three virtual poverty simulation programs. The study sample included senior baccalaureate nursing students (n = 99) in a Community Health course.

RESULTS

Fifteen of the 21 items on the Attitudes Toward Poverty-Short Form (ATP-SF) scale showed a statistically significant increase in knowledge and understanding of people living in poverty. Qualitative data analysis revealed four themes: (1) empathy; (2) sacrifice; (3) stress; and (4) moral struggle.

CONCLUSION

Virtual poverty simulation is a teaching strategy for increasing nursing students' empathy, knowledge, and understanding of those living in poverty to provide compassionate, culturally competent care for individuals with low income. The simulation can be implemented in a variety of settings. [J Nurs Educ. 2023;62(11):642-646.].

A poverty simulation to enhance nursing student knowledge, skills, and attitudes toward people living in poverty

BACKGROUND

Poverty is a reality for many individuals and families. Unless one has lived in a poverty situation, it can be difficult to understand the challenges people face.

METHODS

This study was a quasi-experimental study with a pre- and post-test design (36 select-items from four-established instruments) that measured students' self-perceived knowledge, skills, and attitudes towards people living in poverty. All undergraduate, pre-licensure, senior-level nursing students enrolled in a community nursing course (fall 2018-fall 2019, n = 254) participated in a face-to-face interactive Community Action Poverty Simulation (CAPS) with a focus on the QSEN concept of patient-centered care. The winter 2020 semester, the simulation was not offered because of the coronavirus pandemic; these students (n = 96) served as a comparison group.

RESULTS

Paired-samples t-tests revealed knowledge, skill, and attitude mean scores, were improved for all students with the exception of social justice attitudes (improved only for the non-simulation group). Independent-samples t-tests revealed simulation students had higher knowledge, skill, and attitude scores on the Adapted CAPS Assessment and Active Learning Measure. Non-simulation participants had higher Political Awareness scores.

CONCLUSION

These results indicated the CAPS appears to be an effective simulation to change students' self-perceived knowledge, skills, and attitudes regarding people whose incomes are low or who are living in poverty.