Cultural Competency and Cultural Humility in Simulation-Based Education: An Integrative Review

Abstract

Background Cultural humility is endorsed; yet, the state of the science of cultural humility in simulation-based education is unknown. The aim of this integrative review is to provide what is known about cultural competence and cultural humility in simulation-based education to base future efforts in education, research, and policy. Methods Sixteen studies were reviewed and appraised in this integrative review. Results Four themes of learning outcomes from simulation emerged from the studies: (a) cultural sensitivity and cultural competence, (b) insight and understanding, (c) communication, and (d) confidence and comfort. There were no studies that mentioned cultural humility. Conclusions Cultural humility in simulation-based education is lacking, signifying a need for educational reform and research.