Background: Postpartum mothers are often initially screened for postpartum depression (PPD) but lack adequate follow up visits after discharge from the hospital post-delivery, despite the variety of complications that can arise from it. Additionally, healthcare disparities (HCD) have been shown to limit access to and the quality of healthcare for minority patients. Simulation-based education offers learners an opportunity to practice screening for PPD with the goal of improving the quality of care for these patient subgroups in future practice. Purpose: The purpose of this study was to explore the lived experience of SBE with prelicensure student nurses in an effort to understand their perception on PPD in relation to healthcare disparities. Methods: Colaizzi phenomenological method was used to gain an understanding of the lived experience of participants in a PPD and healthcare disparities-based simulation scenario. The guiding question was: In nursing students, what is the lived experience of caring for a patient that is at a higher risk for HCD related to PPD? Results: Interviews were conducted via Qualtrics. Initial themes were extrapolated from transcripts and collapsed into three themes that demonstrated relevant meanings. Overall, nursing students who participated in a PPD and HCD simulation were unfamiliar with how to care for patients with higher risk factors associated with various backgrounds and there is need for an expansion of diversity, equity, and inclusion within SBE. Conclusion: This study demonstrates the need for further education for nursing students on how to care for patients suffering from PPD or who are at risk for a healthcare disparity. It also emphasizes the potential benefit of simulation education, which is expanding students comfort level taking care of a more diverse patient population.
Bachelor of Science in Nursing (B.S.N.)
College of Nursing
Tonkin, Erin, "The Lived Experience of Simulation in Nursing Education Related to Postpartum Depression and Healthcare Disparities" (2022). Honors Undergraduate Theses. 1215.