Diversity, Equity, and Inclusion in Shadow Health
Shadow Health promises that students will get to practice real conversations with patients who come from different backgrounds. These backgrounds might not always be available in real hospitals or clinics.
What this means for nursing students
Studies show that healthcare needs to change so that biases can be removed, differences in health can be reduced, and the effects of social factors on health can be considered for patient care (Carter, 2020).
Struggling to meet your deadline?
Get your assignment on Diversity, Equity, and Inclusion in Shadow Health done by certified MDs and PhDs in the USA. ORDER NOW!
While teachers can help students understand social situations or how to talk to patients, using computer simulations ensures that students can talk to virtual people from different backgrounds and learn how to communicate with empathy.
Learn how to talk with patients from different backgrounds
In Shadow Health Assignments, patients come from all sorts of backgrounds. This helps students practice how to talk to patients in a way that shows understanding and care.
Shadow Health guarantees students practice authentic conversations with patients with diverse representation that may not be seen in the clinical setting.
What this means for nursing students
Research indicates that change is necessary for healthcare to eliminate bias, reduce health disparities, and consider the impact of social determinants of health for patient care (Carter, 2020).
While preceptors can guide students on social context or patient interaction considerations, screen-based simulations guarantee students are able to practice interacting with virtual human beings from different backgrounds and engaging in thoughtful, empathetic communication.
Develop patient-specific, culturally competent care skills through conversation
Patients in Shadow Health represent diverse backgrounds and ensure students can practice therapeutic communication.
Resources
Altmiller, G., Jimenez, F., Wharton, J., Wilson, C. (2022). HIV and Contact Tracing: Impact of a Virtual Patient Simulation Activity. Clinical Simulation in Nursing, 64. 58-66. https://doi.org/10.1016/j.ecns.2021.12.005
Carter, B. (2020). Achieving diversity, inclusion and equity in the nursing workforce. Revista latino-americana de enfermagem, 28, e3254. https://doi.org/10.1590/1518-8345.0000-3254
CDC. (2022, April 14). HIV in the United States by Race/ethnicity. Centers for Disease Control and Prevention. Retrieved May 5, 2022, from https://www.cdc.gov/hiv/group/racialethnic/other-races/index.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fhiv%2Fgroup%2Fracialethnic%2Fasians%2Findex.html
Felias-Christensen, G, Corl, D. (2010, January 1). Muslim Religious Observances and Diabetes. Retrieved from https://ethnomed.org/resource/muslim-religious-observances-and-diabetes/
Kcomt, L., Gorey, K. M., Barrett, B. J., & McCabe, S. E. (2020). Healthcare avoidance due to anticipated discrimination among transgender people: A call to create trans-affirmative environments. SSM – Population Health, 11, 100608. https://doi.org/10.1016/j.ssmph.2020.100608
Kroning, M. (2018) Lesbian, Gay, Bisexual, and Transgender Education in Nursing. Nurse Educator, 43(1), 41. doi: 10.1097/NNE.0000000000000429
Lynn, V., Watson, C., Giwa-Onaiwu, M., Ray, V., Gallagher, B., & Wojciechowicz, V. (n.d.). HIV #LanguageMatters: Addressing Stigma by Using Preferred Language. HIVE. Retrieved March 10, 2022, from https://hiveonline.org/wp-content/uploads/2016/01/Anti-StigmaSign-Onletter-1.pdf
National LGBT Health Education Center. (n.d.). Providing affirmative care for patients with non-binary gender identities. lgbthealtheducation.org. Retrieved September 7, 2022, from https://www.lgbtqiahealtheducation.org/wp-content/uploads/2017/02/Providing-Affirmative-Care-for-People-with-Non-Binary-Gender-Identities.pdf
Patterson, J. G., Tree, J. M. J., Kamen C. (2019). Cultural competency and microaggressions in the provision of care to LGBT patients in rural and appalachian Tennessee. Patient Education and Counseling, 102 (11). 2090. https://doi.org/10.1016/j.pec.2019.06.003
Pew Research Center. (2011, August 30). Muslim americans: no signs of growth in alienation or support for extremism. Section 1: a demographic portrait for muslim americans. Retrieved from: https://www.pewresearch.org/politics/2011/08/30/section-1-a-demographic-portrait-of-muslim-americans/
Pew Research Center. (2018, April 17). Muslims in America: Immigrants and those born in U.S. see life differently in many ways. Retrieved from: https://www.pewforum.org/essay/muslims-in-america-immigrants-and-those-born-in-u-s-see-life-differently-in-many-ways/
Sherman, A. D., McDowell, A., Clark, K.D., Balthazar, M., Klepper, M., Bower, K. (2021) Transgender and gender diverse health education for future nurses: Students’ knowledge and attitudes. Nurse Education
Dont wait until the last minute.
Provide your requirements and let our native nursing writers deliver your assignments ASAP.