(21) Enhancing Clinical Judgment and Pain Assessment in Nursing Students: A Simulation with a Non-English-Speaking Patient

Abstract : This pilot initiative brings the National CLAS (Culturally and Linguistically Appropriate Services) Standards into an undergraduate nursing curriculum through a simulation designed to enhance culturally competent care. Using Kolb’s Experiential Learning Theory (1984) as its foundation, the simulation immerses first-year nursing students in a realistic encounter with a non-English-speaking patient. In this setting, students practice using interpreter services and culturally sensitive communication techniques to navigate language barriers and address patient needs effectively. Kolb’s model—grounded in a cycle of experience, reflection, and application—guides students in hands-on learning, followed by structured debriefing and reflective discussions to deepen their understanding of cultural competence.
Targeted specifically for first-year nursing students in a simulated medical-surgical unit, this pilot aims to prepare students to provide equitable, patient-centered care across diverse populations. Early outcomes from the pilot indicate that students gained confidence in cultural communication, improved their documentation practices, and enhanced their decision-making skills in patient-centered care. By embedding CLAS standards into simulation-based learning, this initiative not only addresses essential gaps in healthcare education but also lays a foundation for equipping future nurses with the skills to meet the needs of diverse patient populations, ultimately contributing to improved health outcomes and reduced disparities.

Please include a short summary of your presentation that highlights why an attendee would want to participate in your session.: Cultural competence is essential for high-quality, patient-centered care in today’s diverse healthcare environment. Yet, for many nursing students, it remains theoretical. This session presents a simulation bridging that gap, moving students from theory to practice as they engage with non-English-speaking patients, use interpreters, and build real-world skills for culturally competent care.