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    Poverty Simulation Journal

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    api-691105543
    The document summarizes a student's reflections on their experience participating in a poverty simulation. During the simulation, the student focused on working to earn money for their family and gave little priority to bringing an older family member who had suffered a stroke to the clinic. The student observed evidence-based practices like flu shots being offered. They worked within their family to agree on spending priorities and tasks. The student saw Benedictine values like prayer and hospitality displayed. Key university core competencies observed were communication and critical thinking as the family had to plan their strategy and communicate effectively with organizations.

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    Poverty Simulation Journal

    Uploaded by

    api-691105543
    47 views2 pages
    The document summarizes a student's reflections on their experience participating in a poverty simulation. During the simulation, the student focused on working to earn money for their family and gave little priority to bringing an older family member who had suffered a stroke to the clinic. The student observed evidence-based practices like flu shots being offered. They worked within their family to agree on spending priorities and tasks. The student saw Benedictine values like prayer and hospitality displayed. Key university core competencies observed were communication and critical thinking as the family had to plan their strategy and communicate effectively with organizations.

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    poverty simulation journal

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    The document summarizes a student's reflections on their experience participating in a poverty simulation. During the simulation, the student focused on working to earn money for their family and gave little priority to bringing an older family member who had suffered a stroke to the clinic. The student observed evidence-based practices like flu shots being offered. They worked within their family to agree on spending priorities and tasks. The student saw Benedictine values like prayer and hospitality displayed. Key university core competencies observed were communication and critical thinking as the family had to plan their strategy and communicate effectively with organizations.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    47 views2 pages

    Poverty Simulation Journal

    Uploaded by

    api-691105543
    The document summarizes a student's reflections on their experience participating in a poverty simulation. During the simulation, the student focused on working to earn money for their family and gave little priority to bringing an older family member who had suffered a stroke to the clinic. The student observed evidence-based practices like flu shots being offered. They worked within their family to agree on spending priorities and tasks. The student saw Benedictine values like prayer and hospitality displayed. Key university core competencies observed were communication and critical thinking as the family had to plan their strategy and communicate effectively with organizations.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Reflection on QSEN Competences, University Core Competencies, and Benedictine Values

    Students must complete this form for Poverty Simulation


    DATE: 3/10/2023 HOURS: 8:00AM-12:00PM

    Patient (person) Centered Care


    Recognizing the patient (or applicable population) as the source of control and full partnership in their
    care is essential. How did you accomplish this or observe this during your experience?

    During this simulation, my main focus was going to work to earn money for my family. The only
    “patient” we had was an older family member who had suffered a stroke and was paralyzed on the right
    side. I was so focused on our basic needs, that I gave little priority of bringing the older family member
    to the clinic when needed. Looking back, I was just trying to make sure that we didn’t lose our home and
    had money for food.

    Evidence-Based Practice
    Evidence-based practice should guide nursing interventions and cares provided for patients. Were you
    able to identify interventions that were based on evidence-based practices? Provide example of how
    evidence-based practice was integrated into the poverty simulation.

    Something evidence-based that my family was offered was flu shots. Immunizations are shown to
    decrease the incidence and prevalence of a virus.

    Teamwork and Collaboration


    Working effectively within an interdisciplinary team, fostering open communication, mutual respect and
    shared decision-making is necessary to achieve quality patient care. Provide examples of how you
    accomplished this and examples that you observed related to this.

    I worked within my family to come to an agreement of what we were going to do. We all decided what
    to spend money on first. I was planning on going to the bank week one and two and could not get there
    in time. My “wife” though stepped up and went instead for us. We worked together within the weeks,
    talking with one another and making sure we each had money and transportation. I always asked if
    anyone needed anything or if there was something I could do.

    Benedictine Values
    What Benedictine Values did you observe during the poverty simulation? (Provide specific examples)

    I saw prayer, a sister from the monastery lead us in prayer before our simulation. Prayer was also
    relevant in the faith resources. I saw hospitality and service by how different organizations such as social
    work, community action, and faith resources would give to those in need.

    University Core Competencies


    What University Core Competencies did you observe during the poverty simulation? (Provide specific
    examples)
    The most important competencies I saw were communication and critical thinking. My family had to
    communicate and use critical thinking to come up with a plan for what we are going to do. We also had
    to use appropriate communication with all of the organization since, we were warned that our behavior
    would affect our outcomes. We used critical thinking when decided which family member should take
    on which task, what should be completed first, and what bills take priority. We also used communication
    to relay important information, such as you need a transportation ticket to get to quick cash to buy
    more transportation tickets.

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