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Guiding Graduate Student Recognition of Implicit Bias Using Interactive Simulation.

Jean Croce Hemphill1

  • 1About the Author Jean Croce Hemphill, PhD, MSN, FNP-BC, is professor and PhD Nursing Program director, East Tennessee State University, Johnson City, Tennessee. This project was made possible by a grant from the East Tennessee Cultural Competency Workshop Pedagogy Project, Tennessee Board of Regents. The author acknowledges M. Moin Uddin, PhD, PE, Department of Engineering, Engineering Technology, and Surveying, East Tennessee State University, for his support. For more information, contact Dr. Hemphill at hemphilj@etsu.edu .

Nursing Education Perspectives
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PubMed
Summary

Recognizing implicit bias and racism is crucial for nursing students caring for diverse populations. An interactive simulation enhanced student awareness, potentially reducing health disparities.

Keywords:
Graduate Nursing EducationImplicit BiasRacismSimulation

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Area of Science:

  • Nursing Education
  • Health Equity
  • Cultural Competence in Healthcare

Background:

  • Implicit bias and racism negatively impact healthcare for diverse populations.
  • Graduate nursing students require training to address these issues effectively.
  • Culturally sensitive care is essential for reducing health disparities.

Purpose of the Study:

  • To describe an interactive simulation designed to increase graduate nursing students' awareness of implicit bias and racism.
  • To evaluate the effectiveness of simulation-based education in recognizing and addressing bias in healthcare.
  • To explore the role of self-awareness in mitigating health disparities.

Main Methods:

  • Graduate nursing students (Doctor of Nursing Practice and PhD) participated in a simulation.
  • The simulation involved standardized patient interviews, team interactions, and communication analysis.
  • Structured reflection, debriefing, and evaluation sessions were integral to the learning process.

Main Results:

  • The interactive simulation successfully raised graduate nursing students' awareness of implicit bias and racism.
  • Students engaged in critical analysis of simulated patient interactions.
  • Debriefing and reflection facilitated deeper understanding of personal biases.

Conclusions:

  • Self-awareness education through simulation is a viable strategy for nursing students.
  • This approach may contribute to reducing health disparities among racial, ethnic, socioeconomic, and undocumented groups.
  • Enhanced cultural competence in nursing practice is vital for equitable healthcare delivery.