Abstract
Background: Nurses and nursing students need to learn and apply concepts of cultural humility to safely meet the unique healthcare needs of all sexual orientations and gender identities.
Objective: To evaluate feasibility and impact of virtual simulation games (VSGs) as an educational strategy to promote cultural humility.
Method: A mixed methods pilot study was conducted with nursing students and faculty at 2 universities. We created 4 VSGs allowing learners to experience clinical encounters with lesbian, gay, bisexual, transgender, queer, intersex, and 2-spirit (LGBTQ12S) individuals. Participants completed surveys pre and post participating in the VSGs. Usability, engagement, and learning were assessed with the CRISP Scale. Cultural humility was assessed using Foronda's Cultural Humility Scale. Perceived competence was assessed using VSG-specific Learning Outcomes Assessment Rubrics.
Results: Participants (N = 66) rated VSGs highly in terms of usability (M = 17.52; SD = 3.46), engagement (M = 46.36; SD = 6.5), and impact on learning (M = 48.7; SD = 6.2). Cultural humility scores improved from 77.98 to 82.08 (p =.062). Rubric scores decreased.
Conclusions: We demonstrated feasibility and acceptability of using VSGs to educate about sexual orientation and gender identity. Improvement in cultural humility may be a difficult concept to measure through empirical means.
Crown Copyright (C) 2022 Published by Elsevier Inc. on behalf of International Nursing Association for Clinical Simulation and Learning. All rights reserved.
