Using Various Types of Embedded Participants to Enhance Culturally Congruent, Family-Centered Simulation-Based Education

Abstract

Background Simulation provides a controlled, standardized experience, where learners have increased autonomy to provide culturally congruent care in a healthcare disparity scenario. Importance is noted for scenarios including pediatric populations, to include role players such as the caregiver. The simulation in this study emphasized paternal involvement in the care of a 12-hour-old newborn within a Family-Centered Care Model (FCCM) using embedded participants (EPs). The purpose was to explore the impact and benefit of the EP. The hypotheses included: (1) Learner perception of simulation effectiveness changes when an EP is physically present compared to being virtually present (tele-embedded); (2) Tele-embedded participants (tele-embedded EPs), playing a paternal role, differ between a pop-up parent versus being in-person. Methods A randomized historical control, posttest-only design guided this study once IRB was obtained. A purposive sample of 115 BSN students was used. Instruments included demographics, SET-M, and ACTS Tool. Results Differences were noted between groups; however, SET-M and ACTS scores were constant with little variance noted between the EP and tele-embedded EP. Conclusion Embedded participants, regardless of in-person or via tele-embedded, can add to the scenario. Participants actively engaged in communication with both the in-person and remote EP. All the simulation based education scenarios were effective, encouraging continued use within simulation-based education. Embedded participant involvement has the potential to enhance scenarios by providing opportunities to practice culturally congruent care while cultivating effective communication and education of all family members. Further exploration of the use of EPs is needed to understand the potential added benefit of incorporating them into scenarios.