Debra K Wing; Mike Mcneil; Camry Shawcroft, Brigham Young University
Title: Poverty Simulation: Students’ Impactful Moments Authors: Gaye Ray, MS, FNP-C, PH-C, Debra K. Wing Maj. USAFR, NC, MSNED, RN, CNE, Mike McNeil, SN, Camry Shawcroft, SN Purpose: The purpose of this research is to explore nursing students’ impactful moments during poverty simulation and identify aspects of the simulation that prompt these experiences. Background: 62 undergraduate nursing students participated in a poverty simulation as part of a required public and global health nursing course and wrote reflection papers about their experiences. During the 3.5-hour simulation, students are assigned participant roles similar to those experienced in real life low-income families. Students develop strategies to prioritize and meet their family’s basic needs, including food, housing, living expenses, school, employment, and healthcare. Unexpected life challenges occur throughout the simulation, including financial predicaments, illnesses, and job loss. Participants are expected to cope with such challenges, with limited time and resources, as they uphold obligations and continue to care for their families. Participants interact with simulated community resource to meet needs. Sites include: grocery stores, banks, employment and social services, schools, police stations, childcare, and healthcare facilities. Students participate in debrief sessions following the simulation. Method: Qualitative data from the reflection papers was analyzed. The first-cycle coding process identified and labeled student statements that elaborated upon impactful moments in the simulation. Using focused coding, a second-cycle coding process was used to identify the origins of the impactful moments. Finally, origins of the impactful moments were grouped and categorized according to similarity. Results: Completed analysis of the student reflection papers reveals the origins of meaningful experiences in the simulation arose from (1) the particular role played during the simulation, (2) community resource interaction, (3) illegal activities that occurred in the simulation, and (4) post-simulation debrief groups. Conclusion: Impactful moments elicited by the poverty simulation are pivotal in furthering nursing student’s understanding of health inequalities, resource barriers, and poverty as a social determinant of heath. Additionally, impactful moments help motivate nursing students to aid in the reduction of health disparities among low income individuals and families.