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Abstract

Baccalaureate nursing and sign language interpreting students participated in a pediatric discharge simulation with a deaf person playing the role of the baby’s parent. At the conclusion of the simulation, participants were emailed a consent letter and a link to a 17-item questionnaire developed by the authors. Responses were analyzed both quantitatively and qualitatively, whereby nonparametric statistics were calculated to examine Likert-scale items. A Mann-Whitney test statistic was calculated, instead of an independent samples t-test, given the smaller sample in the current study (n = 26). A question was posed to participants that evaluated their self-perception of the effectiveness of the simulation: “I am better able to communicate healthcare information to a deaf parent.” This was rated on a Likert-scale and results indicated a statistically significant difference between groups of students (U = 173.00, p = .020), indicating that nursing students (Median = 6) were more likely to agree with the question than interpreting students (Median = 5). Both interpreting and nursing students’ qualitative responses were positive, stating the advantages of practicing vital nursing and communication skills with a deaf parent in a less stressful and safe environment. Nursing students learned how to collaboratively communicate with someone of a different language and culture. Interpreting students gained experience interpreting medical information in a realistic, dynamic, and unrehearsed setting. Both groups developed a healthy respect for the other student’s role and the deaf person within the simulation. Collaboration among interpreting and nursing students in simulation may enhance understanding and provide authentic practice opportunities of unique accommodations to achieve patient-centered health care.

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