Abstract:

The purpose of this placement design was to introduce first year nursing students to a cultural setting they are unlikely to experience in the practice setting, via practice learning through simulation. Practice learning through simulation is the application of theoretical knowledge to case studies delivered via an online modality giving the opportunity to practice, repeat and reflect. In addition, timely constructive feedback can be provided by supporting practice supervisors. Our session aim was to highlight that, as future nurses, students would be providing care to a widely diverse and multicultural population. The learning objective was for the students to gain insight into building professional relationships to understand the individualised care needs of the patient and their family. By setting the care in the patient's home we emphasised the importance of respecting the family's beliefs and values and how, as nurses, planning care to needs to be a collaboration between professionals and family.

Content was created in collaboration with specialist practice partners and a professional with personal insight as a member of the Traveller community, To ensure authenticity and relevance to nursing practice. We created a character background including clinical information, family history and social setting to ensure the content was realistic, relevant and engaging for delivery via practice learning through simulation. Alongside the digital simulation team a caravan was filmed to provide 360 imagery for the students to explore as part of the assigned activities. We designed nursing activities for the students to complete focusing on the Nursing and Midwifery Council Part One Proficiencies and Professional Values the students needed to achieve.

During the content building phase, consideration was given to the fact the students had not yet been into timetabled clinical practice. As such, the activities needed to be achievable and reflect current and developing practice. Following introduction to the patient and their family, students participated in a short live meeting with a professional, who is also a member of the Traveller community, who shared their insight and answered student questions in relation to the assigned activities and the Traveller community. Students worked collaboratively in small groups to adapt standards of practice and guidelines to meet the personal needs of the Traveller family to achieve the assigned activities.

Following the delivery, feedback was collated from the students and the staff involved in the practice learning through simulation session. Upon reviewing the student feedback comments included:
"Provided an “insight into different cultures” and developed “awareness”.
“Good to be educated” and develop a “different understanding”.
"Learning other people’s culture is good and helps us not to judge as we are all different.”

The delivery of this placement was found to provide further insight into the cultural diversity of the population that future nurses will meet in practice. Evidence that the placement design contributed to their professional vitality was shared within their written and verbal feedback from students.

Keywords:

Education, cultural diversity, Traveller Community, preparation for professional practice.