Abstract
Cultural humility is endorsed; yet, the state of the science of cultural humility in simulation-based education is unknown. The aim of this integrative review is to provide what is known about cultural competence and cultural humility in simulation-based education to base future efforts in education, research, and policy.
Sixteen studies were reviewed and appraised in this integrative review.
Four themes of learning outcomes from simulation emerged from the studies: (a) cultural sensitivity and cultural competence, (b) insight and understanding, (c) communication, and (d) confidence and comfort. There were no studies that mentioned cultural humility.
Cultural humility in simulation-based education is lacking, signifying a need for educational reform and research.
•Examination of educational practices is warranted to improve care of diverse populations.•Not one study was located that described the use of simulation to teach cultural humility.•Diverse simulation curricula with cultural humility training are recommended.•Adding cultural humility as a standard will serve as the impetus to transform simulation environments globally.
