Page 292 - International Perspectives on Effective Teaching and Learning in Digital Education

Igor Karnjuš, Mirko Prosen, and Sabina Ličen

tive cultures, a lack of knowledge can lead to stereotyping, prejudice, and
discrimination (Loredan & Prosen, 13). Consequently, the quality of health-
care decreases, and immigrants may be discouraged from seeking care again
(Permanand et al., 16). The importance of cross-cultural knowledge among
nurses has been highlighted by many theorists, with Madeleine Leninger
and Campinha Bacote being particularly central in the theory of cross-cul-
tural nursing. To provide culturally competent nursing care, the nurse needs
to be able to effectively transfer the knowledge and skills acquired to the
care of the individual, family or community, while incorporating the cultural
characteristics of those caring for them into the planning and delivery of care
(Prosen, 18).
Permanand et al. (16) note that the knowledge and skills acquired in
cross-cultural nursing education are often not successfully transferred to the
clinical setting. The need for experiential learning that would facilitate the
easier transfer of the aforementioned acquired knowledge into the daily care
of foreign patients, was the reason for the introduction and use of simulations
in the educational process, both in formal and informal healthcare education
(Lavoie & Clarke, 17). The main benefit of simulations is the opportunity to
acquire new knowledge and skills in a safe and controlled environment, while
also encouraging critical thinking (Murphy et al., 11). In nursing, various
types of simulators are used to conduct simulated experiences depending on
the purpose and objectives of the educational process (Karnjuš & Pucer, 1).
As clinical scenario-based simulations are a recognized teaching method in
nursing education, scenarios that incorporate culturally significant variables
have been developed over the past decade through simulations to assist
nurses and nursing students in acquiring cultural competencies (Ozkara San,
15). When conducting a simulation aimed at teaching cultural competency,
it is important to choose the type of simulation wisely and include the cultur-
al characteristics to be considered in the scenario. Elements such as religious
beliefs, dietary practices, language barriers and non-verbal communication,
culture-specific dress and family dynamics can be included in the scenario
used during the simulation (Haas, 1).
Simulation learning outcomes can be measured by changes in learner
satisfaction with the learning process, knowledge acquired, skills mastered,
changes in attitudes toward specific content (Warren et al., 16), and aware-
ness of content covered (Noji et al., 17). These outcomes can be categorized
into three different domains: psychomotor domain (manual/physical skills),
affective domain (attitudes, self-esteem, interests), and cognitive domain
(knowledge) (Alexander et al., 15). However, the use of simulations solely

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