Overcoming Cultural Barriers in Undergraduate Nursing Education Using Voice Enhanced High Fidelity Simulation: The Sultan Qaboos University Experience

Gerald Amandu*, Divya Raghavan, Vidya Seshan, Arwa Atef Obeidat

*المؤلف المقابل لهذا العمل

نتاج البحث: المساهمة في مجلةArticleمراجعة النظراء


Cultural barriers can significantly diminish educator’s chances of teaching clinical skills and competencies to students [1]. We report about Voice Enhanced High Fidelity Simulation (VES) using Gaumard’s NOELLE® Advanced Maternal Care simulator to teach undergraduate male nursing students maternity nursing skills. This innovation was essential because as a minimum entry-topractice competency, baccalaureate nursing graduates are required to competently care for mothers and their families during labor and childbirth, and to provide safe and supportive environment, while being able to identify complications and respond to psychological needs [2][3]. In our study, we found that simulation helped students to fill the gap between theoretical knowledge and practical skills. Secondly, simulation helped the students to experience heightened awareness and deeper appreciation of the process of labour and childbirth. Thirdly, simulation enhanced student’s communication ability with the mother. Furthermore, simulated experiences taught the students when to call for help. Finally, simulation enabled the students to better understand the role and tenets of interprofessional collaboration in the management of labour. We conclude that VES can be used to overcome barriers that hinder the teaching of male nursing student’s attitudes, skills and competencies to provide safe care to childbearing mothers and their families, including the tenets of how to effectively collaborate with others during their care.
اللغة الأصليةEnglish
دوريةInternational Journal for Infonomics (IJI)
حالة النشرPublished - 2019

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