An Interpretive Phenomenological Study of How RN Students Experience a Poverty Simulation

Health equity is a major concern when providing nursing care for patients from diverse populations as they have been found to be more likely to experience health disparities (Kaiser Family Foundation, 2016). Nursing schools have incorporated varied teaching strategies to increase student nurse awareness of the health disparities experienced by people living in poverty. One such strategy, called ‘Welcome to the State of Poverty’ uses creative simulation techniques to produce a unique, live action learning event (MACA, 2010). Quantitative research has established that participant do show an increase in knowledge regarding poverty issues after the activity, however, findings related to empathy levels are inconsistent and suggest the possibility that the activity might increase negative stereotypes (Drevdahl, 2013; Reid & Evanson, 2016). This research employed the use of interpretive phenomenology to explore the lived experience of nursing students as they participated in, and reflected upon, a poverty simulation. Eight registered nurses enrolled in a bachelor’s degree completion program were interviewed about their experiences. Thematic analysis of transcribed interviews revealed three essential themes, and three subthemes.

Author(s): Carrie J. McNamer

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