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Dr. Ndiwane is Associate Professor and Foci Coordinator, Populations/Systems, Dr. Baker is Assistant Professor, Dr. Makosky is Assistant Professor, Dr. Reidy is Associate Professor, and Dr. Guarino is Professor, MGH Institute of Health Professions, School of Nursing, Charlestown Navy Yard, Boston, Massachusetts.
The authors have disclosed no potential conflicts of interest, financial or otherwise.
In accordance with nurse practitioner (NP) core competencies ( National Organization of Nurse Practitioner Faculties, 2012 ), advanced health assessment integrated course content to enhance students' ability to provide high-quality nursing care to a culturally diverse population. Annual student course evaluations consistently indicated that expectations on cultural humility were not met. To bridge this gap, an Objective Structured Clinical Examination (OSCE) was implemented to improve cultural humility. This educational innovation assessed pre- and postintervention effects on NP students' knowledge and awareness of cultural diversity. The multiple components of this module included a pretest cultural assessment survey; didactic content, with a reference video depicting a cultural assessment interview; a digital recording of each student-conducted clinical interview with a male African American standardized patient (SP) with hypertension; and a posttest cultural assessment and satisfaction surveys.
A primary recommendation of the Carnegie Foundation Report on Nursing Education ( Benner, Sutphen, Leonard, & Day, 2010 ) emphasizes the importance of integrating classroom teaching with clinical practice. Similarly, the Institute of Medicine ( IOM, 2010 ) report on the Future of Nursing recommends a higher level of patient-centered education and training to achieve competence for quality nursing care.
Teaching nurses essential scientific and clinical skills requires both classroom didactics and clinical practica. Transformational learning theory, using communicative learning through dialogue, provided the theoretical framework for this educational intervention. This theory supports the concept of raising consciousness through the transformation of meanings ( Mezirow & Taylor, 2009 ). This project provided an innovative mechanism for delivering cultural humility content and cultural awareness by interviewing SPs.
The overarching aim of this teaching innovation was to enhance the cultural humility and interviewing skills of NP students. Cultural humility is an ongoing process. It requires sustained openness of hearts and minds to gain appreciation of another's perspective without judgment. Cultural humility acknowledges the influence of cultural factors on health care perceptions and treatment decisions ( Fahlberg, Foronda, & Baptiste, 2016...