The culturally and linguistically diverse SPs' evaluation of simulation experience

Background: Increasing diversity of populations worldwide emphasizes the need for culturally appropriate communication that addresses the needs of health care consumer and provider. While cultural competency training using simulation is reported, the prevalence is low and only a few studies include simulated patients. Often these studies report small-scale interventions involving one or two simulated patients. The Cultural Respect Encompassing Simulation Training (CREST) program aimed to develop cultural communication education using simulation with simulated patients. The program funded by the Commonwealth Government of Australia recruited and trained 30 culturally and linguistically diverse simulated patients. Aim: This research, part of a larger study, aimed to evaluate the learning, training and teaching experience of the culturally and linguistically diverse (CALD) simulated patients in the CREST project. Methods: Thirty simulated patients differentiated by age, gender, ethnicity, religion, sexual orientation, and arrival mechanism to Australia were recruited and trained. Through a co-construction process simulation scenarios were developed with the SP. Simulations were undertaken with entry to practice students across the disciplines of nursing, medicine, paramedicine, physiotherapy and social work as well as with practitioners from a range of health disciplines. Results: Evaluation data included a 14-item survey completed after simulation experiences assessing aspects of pre-simulation, simulation and post-simulation experience using a 5-point Likert scale. A focus group discussion centered on the SP experience and was thematically analyzed. Conclusion: SPs felt well prepared for simulation experience and were grateful for the opportunity to participate. The rehearsal held prior to each SPs portrayal was identified as particularly important and useful. SPs were surprised and pleased to find the simulation participants interested and engaged with them focusing on issues of their culture and ethnicity. This was contrary to many of the real experiences SPs had encountered and these earlier experiences influenced both their desire to participate as SPs and their expectations. Portraying safe but authentic content was positive and empowering for CALD SPs.