Page 303 - International Perspectives on Effective Teaching and Learning in Digital Education

The Use of Simulations for the Development of Cultural Competencies in Nursing Education

This is because awareness and knowledge of people’s backgrounds extend
beyond the mere recognition of ethnic affiliation when conducting cultural
assessments. It also encompasses the understanding that people are diverse
and capable of communicating with individuals who adhere to different be-
liefs and values. The affective domain was the second most commonly iden-
tified domain, which pertains to the domain of learning that concerns the
emotional responses of individuals to those around them and encompasses
their feelings, values, and attitudes (Ozkara San, 19). Attitudes are consti-
tuted by beliefs and values, and in the context of culturally competent nurs-
ing care, they are significant because they convey how we comprehend the
behaviour of others and how we utilise this comprehension to provide care
(Altmiller et al., 3; Byrne, ).
The studies examined focused on assessing various aspects of cross-cul-
tural interactions, such as cultural humility, knowledge, awareness, empathy,
sensitivity, interviewing skills, and the ability to relate to culturally diverse pa-
tients. Most results suggest that the different types of simulations contribute
to improving cultural competence and are well received by nursing students,
who express high levels of satisfaction with the usefulness, relevance, mea-
ningfulness, and effectiveness of the simulations. Sales et al. (13) suggest
that integrating more cultural learning opportunities into healthcare educa-
tion through a blend of teaching methods may be the most effective appro-
ach to improving cultural competence.
Nurse educators are essential in imparting cultural competence to their
students, and the cultural competence of both educators and nurses remains
a significant area of concern (Qin & Chaimongkol, 1). The combination of
different simulation techniques with traditional teaching methods has the
potential to enhance culturally significant skills and knowledge while fos-
tering the development of culturally sensitive attitudes, which in turn can
lead to improved patient-centred care. Therefore, it is of paramount impor-
tance to enhance our understanding of how simulation functions within the
framework of cultural competence and patient-centred care (Walkowska et
al., 3). This will enable learners, instructors and designers to optimise the
benefits of simulation-based education in a cost-effective way. The genera-
tion of new data allows educators to phase out outdated, inefficient and pas-
sive learning methods while adopting these more effective, modern learning
strategies (Marja & Suvi, 1).
This integrative review may be subject to publication bias, as grey litera-
ture beyond electronic databases was not included, thus narrowing the per-
spective. The focus on peer-reviewed articles published exclusively in English

33