Overcoming Cultural Barriers in Undergraduate Nursing Education Using Voice Enhanced High Fidelity Simulation: The Sultan Qaboos University Experience
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Bibliographic record
Abstract
Cultural barriers can significantly diminish educator's chances of teaching clinical skills and competencies to students We report about Voice Enhanced High Fidelity Simulation (VES) using Gaumard's NOELLE Advanced Maternal Care simulator to teach undergraduate male nursing students maternity nursing skills. This innovation was essential because as a minimum entry-topractice competency, baccalaureate nursing graduates are required to competently care for mothers and their families during labor and childbirth, and to provide safe and supportive environment, while being able to identify complications and respond to psychological needs [2][3]. In our study, we found that simulation helped students to fill the gap between theoretical knowledge and practical skills. Secondly, simulation helped the students to experience heightened awareness and deeper appreciation of the process of labour and childbirth. Thirdly, simulation enhanced student's communication ability with the mother. Furthermore, simulated experiences taught the students when to call for help. Finally, simulation enabled the students to better understand the role and tenets of interprofessional collaboration in the management of labour. We conclude that VES can be used to overcome barriers that hinder the teaching of male nursing student's attitudes, skills and competencies to provide safe care to childbearing mothers and their families, including the tenets of how to effectively collaborate with others during their care.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it