ArticleBMC nursing2025
Cultural empathy development through simulation-based education: a qualitative exploration of Saudi nursing students' and academics' experiences.
Article in BMC nursing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- The Protective Role of Emotional Intelligence Against Occupational Burnout in Oncology Nursing: A Cross-Sectional Analysis in Saudi Arabian Hospitals.Current oncology (Toronto, Ont.) · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
Abstract
backgroundCultural empathy development among nursing students requires innovative educational approaches that facilitate deep understanding and perspective-taking. While simulation-based interventions show promise, the lived experiences and perceptions of students and educators regarding cultural empathy development remain underexplored in Middle Eastern contexts, particularly where healthcare increasingly serves diverse populations.
methodsGuided by an interpretivist–constructivist paradigm, this qualitative descriptive study was conducted in 2022 at the College of Nursing, King Saud University, Riyadh, Saudi Arabia, as part of a larger mixed-methods project. Eight focus groups were held with 58 first-year nursing students following a cultural empathy simulation activity, and six semi-structured interviews were conducted with nursing academics who observed the simulation. Focus groups were conducted in Arabic and translated into English; interviews were in English. Braun and Clarke’s six-phase thematic analysis framework guided data analysis.
resultsStudent focus groups generated four themes: (1) Growing awareness of culturally and linguistically diverse (CALD) patient needs, (2) Imagining walking in CALD patients’ shoes, (3) Exploring barriers and solutions when working with CALD patients, and (4) Reflecting on the value and importance of cultural sensitivity in nursing. Academic interviews yielded three themes: (1) Expanding simulation in the Saudi curriculum with emphasis on cultural sensitivity, (2) Learning to connect and empathise with CALD patients’ feelings, and (3) Preparing first-year students for culturally empathetic practice. Participants described the simulation as transformative, offering experiential learning beyond traditional didactic approaches.
conclusionsCulturally focused simulation experiences can facilitate profound shifts in students’ cultural awareness and empathetic understanding. Findings highlight the value of experiential learning, guided reflection, and safe environments for developing culturally competent healthcare professionals.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.