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Using a Poverty Simulation Exercise in Mental Health Nursing.

Kimberly A Link1, Kara S Haughtigan, Dawn Garrett-Wright

  • 1About the Authors Kimberly A. Link, DNP, APRN, and Kara S. Haughtigan, DNP, APRN, are assistant professors, Western Kentucky University, Bowling Green, Kentucky. Dawn Garrett-Wright, PhD, APRN, CNE, is an associate professor, Western Kentucky University. For more information, contact Dr. Link at kim.link@wku.edu.

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Summary
This summary is machine-generated.

Poverty simulations enhance mental health nursing education by providing realistic insights into poverty

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Area of Science:

  • Nursing Education
  • Mental Health Nursing
  • Sociology

Background:

  • Traditional clinical settings often lack comprehensive poverty-related content.
  • Understanding the impact of poverty on patient health is crucial for effective care.

Purpose of the Study:

  • To examine the utility of a poverty simulation in mental health nursing education.
  • To assess student learning and attitude shifts resulting from the simulation.

Main Methods:

  • A descriptive qualitative study design was employed.
  • Thematic analysis was conducted on student reflective journals.

Main Results:

  • Students found the poverty simulation to be a positive, realistic, and informative learning experience.
  • Participants demonstrated an improved understanding of poverty's health impacts.
  • Attitudes towards patient care, including empathy and advocacy, showed positive changes.

Conclusions:

  • Poverty simulations effectively illustrate key mental health nursing concepts like empathy and advocacy.
  • This educational tool helps reduce judgment towards patients experiencing poverty.
  • Integrating poverty simulations can enrich nursing curricula and improve patient-centered care.