A School of Nursing and Health Sciences uses an immersive poverty simulation to prepare undergraduate nursing and nutrition students to deliver equitable, individualized care informed by social determinants.
📊 Quick Facts
| Type | Interview |
| Author | Alexandre GAIN |
| Published | April 1, 2026 |
| Source | Visit Source |
| Location(s) | PractiCity City Hall |
🖼️ Illustrations
📝 Abstract
[Summary generated by AI] The author presents an immersive poverty simulation implemented by a School of Nursing and Health Sciences for approximately 80 undergraduate nursing and nutrition students. Resources included case profiles derived from real individuals living in poverty, community members serving as resource providers (e.g., workplaces, food outlets, landlords, utilities, and schools), and a structured environment that replicated week-to-week survival constraints. Methods centered on role-based experiential learning: students were assigned to family units and required to secure employment, shop for food, pay rent and utilities, deliver children to school, and maintain household safety under time and financial pressure. The activity aimed to surface structural barriers and prompt learners to navigate local resources. Outcomes emphasized attitudinal change and practice relevance. The person interviewed reported greater sensitivity to patients’ financial roles within families and the feasibility of discharge instructions, highlighting the need to assess access to medications, food, and community supports. Deliverables included enhanced capacity to individualize care plans, strengthened knowledge of community resources, and a deeper understanding of social determinants affecting health behaviors and adherence. Overall, the simulation functioned as a pedagogical tool to develop more aware, equity-oriented healthcare providers.