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Development of the Diverse Standardized Patient Simulation Cultural Competence Education Strategy

Ozkara San, Eda

doi: 10.1097/01.NEP.0000000000000519
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This article describes the development of the diverse standardized patient simulation (DSPS) cultural competence education strategy, which is designed to improve students’ knowledge, skills, and attitudes with regard to providing culturally competent care. Development of the DSPS was guided by the Jeffreys’ Cultural Competence and Confidence model. As a carefully orchestrated educational intervention utilizing standardized patient pedagogy, the DSPS had content validity review and followed international guidelines and standards for design, implementation, evaluation, and standardized patient training. This strategy was integrated into a nine-credit, 15-week medical-surgical nursing course. A step-by-step description for the development of the DSPS is provided.

About the Author Eda Ozkara San, PhD, MBA, RN, CHSE, is a clinical associate professor and simulation educator, Center for Excellence in Healthcare Simulation, Pace University, College of Health Professions, New York. The author acknowledges Dr. Marianne Jeffreys for her guidance, encouragement, dedication, and continued support for the development of this publication. Development and evaluation of the DSPS cultural competence education strategy was partially funded by the CUNY Graduate Center, Doctoral Research Grant (2015); the Transcultural Nursing Society, Transcultural Nursing Northeast Chapter Research Award (2016); and the National League for Nursing Mary Anne Rizzolo Doctoral Research Grant (2017). For more information, contact Dr. Ozkara San at eozkarasan@pace.edu.

The author has declared no conflict of interest.

Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal’s website (www.neponline.net).

© 2019 Lippincott Williams & Wilkins, Inc.
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