Page 300 - International Perspectives on Effective Teaching and Learning in Digital Education

Igor Karnjuš, Mirko Prosen, and Sabina Ličen

Table 3 Characteristics of Studies Based on Learning Domains and Elements Within the
Domains
Learning domains Author/s
Affective or behavioral domain
Cultural desire (Byrne, ; Hamilton, 16)
Cultural beliefs (Grossman et al., 1)
Attitudes towards a culturally (Altmiller et al., 3; Englund et al., 19; Fung et
different group of persons al., 3; Grossman et al., 1; Hickerson et al., 18;
Ozkara San, 19; Ozkara San et al., 19)
Cultural encounters (Hamilton, 16)
Empathy (Altmiller et al., 3; Everson et al., 15)
Cognitive domain
Awareness/knowledge/perception (Fung et al., 3; Garrido et al., 14; Grossman et al.,
1; Hamilton, 16; Ndiwane et al., 14; Ozkara San,
19; Ozkara San et al., 19; Phillips et al., 1; Tiffany
& Hoglund, 16)
Understanding of another culture (Seckman & Diesel, 13)
Culturally competent communication(Altmiller et al., 3; Byrne, ; Garrido et al., 14)
Self–confidence (cognitive ability) (Hickerson et al., 18; Ozkara San, 19)
Psychomotor domain
Ability to interview the patient (Grossman et al., 1; Hamilton, 16; Hickerson et al.,
18; Ozkara San, 19)

Given that interactions between different cultures often elicit emotional
responses, simulations can also facilitate the transition from the cognitive
to the affective domain of cultural competence. The studies conducted by
Grossman et al. (1) and Garrido et al. (14) revealed a notable enhance-
ment in the affective dimension of cultural competence acquisition, particu-
larly in attitudes towards culturally diverse groups. This was observed in re-
search where students provided care to a standardised patient of a different
religion or ethnicity during a simulation experience. The affective domain
also encompasses cultural desire and cultural awareness, which are antici-
pated to be attained when the participant engages voluntarily and actively
in the simulated learning activity (Byrne, ). The simulated encounter with
the patient enabled students to engage in a cultural interaction and make a
cultural assessment (Byrne, ; Ndiwane et al., 14). During these organ-
ised cultural encounters, students began to recognise many of their own be-
liefs that were not evidence-based and to realise that they did not even know
themselves well.
The psychomotor skill developed during the transcultural nursing simu-
lation was the ability to conduct patient interviews in a culturally sensitive

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