Page 302 - International Perspectives on Effective Teaching and Learning in Digital Education

Igor Karnjuš, Mirko Prosen, and Sabina Ličen

offers a unique opportunity for human interaction that can influence both
the sociological and psychological aspects of students (Harder, 18). While
the standardized patient offers numerous advantages, it is not without limi-
tations, particularly in the representation of certain injuries or conditions that
require invasive procedures, such as catheter insertion and establishing in-
travenous access (Schram & Mudd, 15). Furthermore, virtual standardised
patients represent an additional option for providing authentic experiences
during simulations, which students can access through various applications.
Their use has increased in recent years for training new generations, especial-
ly during the COVID pandemic (Altmiller et al., 3). Role-playing has also
been demonstrated to be an effective pedagogical approach for teaching
transcultural nursing to nursing students (Englund et al., 19). In role-play-
ing, students assume the roles of both patient and nurse, thereby facilitat-
ing comprehension of the intricacies of providing care to culturally diverse
patients and the dynamics between both parties. Compared to the use of
standardized patients, role-playing is typically more cost-effective; however,
it necessitates meticulous planning, the availability of sufficient time, and the
willingness of students to participate (Paramasivan & Khoo, ).
The definition of learning objectives is typically contingent upon the con-
tent of the simulation in question, as well as the cultural context that is being
addressed within the simulation experience. The most frequently identified
cultural contexts within the analysed studies were ethnicity and race, reli-
gion, and sexual orientation – LGBTQ. It is notable that studies focusing on
culture in the context of sexual orientation are more recent, which aligns with
the increasing discussion on healthcare issues within the LGBT community
(Bass & Nagy, 4).
The distinctive nature of each simulation experience is also supported by
learning strategies that encompass a range of multidimensional domains,
including cognitive, practical (psychomotor), and affective domain. These
strategies assist students in developing confidence and a sense of self-effi-
cacy (Alexander et al., 15). The most frequently identified learning objec-
tive within simulations for developing cultural competencies among nursing
students was the enhancement of knowledge about cultural competence.
Furthermore, notable enhancements were observed in the domains of com-
munication and confidence, particularly in the cognitive domain. Overall,
the cognitive domain was identified as the most frequently addressed area
in studies seeking to enhance cultural competence among nursing students
through simulations. As postulated by Grossman et al. (1), an understand-
ing of another culture is pivotal for the development of cultural awareness.

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