Thesis (M.S.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xiv, 89 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Dennis A. Guenther, Dept. of Mechanical Engineering. Includes bibliographical references (p. 84-87).

Thesis (M.A.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 82-89). Also available online.

Thesis (M.S.)--Worcester Polytechnic Institute. / Keywords: Navy Clothing and Textile Research Facility; firefighers clothing; fire protection. Includes bibliographical references (p. 105-109).

Thesis (Ph. D.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains xiv, 256 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 118-122).

Due to increasing diversity and shifting demographics nationally, many professional organizations have called upon nursing education to prepare future generations of nurses to provide culturally appropriate care to diverse patient populations. It is crucial to use evidence-based pedagogical strategies to teach nursing students to tailor care to meet the diverse needs of patients. Simulation has been widely used in nursing education as an effective pedagogical strategy. A study was undertaken to explore the differences between using a high-fidelity manikin versus a standardized patient in simulation on cultural humility and cultural self-efficacy in second- and fourth-year baccalaureate nursing students. Second-year (n = 39) and fourth-year (n = 58) students were equally distributed into two groups. The intervention group participated in a simulation using a standardized patient and the comparison group used a high-fidelity manikin. Mean scores on the Cultural Humility Scale (Foronda, 2020) were used to measure cultural humility, and mean scores on the Cultural Self-Efficacy Scale (Bernal & Froman, 1987) were used to measure cultural self-efficacy. A researcher-developed 5-item demographic survey was used to collect demographic information from participants. The simulation sessions were conducted over 7 weeks from the end of February to mid-April in the spring semester of 2024. Students participated in the simulation session as a clinical group of 4-9 students on their assigned clinical day. Participants completed a pretest before the simulation, posttest 1 immediately after the simulation, and posttest 2 at the end of the semester in May. The pretest and posttests consisted of the Cultural Humility Scale, the Cultural Self-Efficacy Scale, and the demographics survey. Data analysis revealed that although there was a statistically significant improvement in cultural humility and cultural self-efficacy immediately and over time after the simulation for both groups, there was no statistically significant difference between high-fidelity manikin simulation or SP simulation on either cultural humility, F(1,95) = 1.26, p = .27, ηp2 = .002, or cultural self-efficacy, F(1,95) = .11, p = .74, ηp2 = .001. Also, there were no differences in cultural humility or cultural self-efficacy based on the year of enrollment before or after the simulation. As no difference was found between using a manikin and using a standardized patient, nursing programs have a choice of using either approach based on the feasibility, cost, and available resources. Future research should include replications of this study as well as comparisons of other teaching modalities in simulation to increase cultural humility and cultural self-efficacy. Keywords: Cultural humility, cultural self-efficacy, nursing education, nursing students, clinical simulation, cultural humility scale, and cultural self-efficacy scale.

Background With growing diversity in the US population, nurses grapple with health care disparities leading to negative patient outcomes. It is crucial to prepare nursing students for how to understand and address cultural differences by instilling cultural humility and cultural competence in nursing curricula. One way to teach cultural humility and cultural competence in nursing education is through simulation. The primary objective of this study was to compare the effect of standardized patients versus high-fidelity manikins on cultural humility and cultural competence in baccalaureate nursing students. Methods A longitudinal, quasi experimental pretest posttest comparison design was used. A convenience, non-random sample of 97 baccalaureate nursing students from one university participated in this study. Out of 97 participants, 39 were in their second year and 58 were in their fourth year of the nursing program. The intervention group (n = 48) attended a culturally immersive simulation with a standardized patient and the comparison group (n = 49) attended cultural simulation with a high-fidelity manikin. Participants from both groups completed Foronda’s Cultural Humility Scale (CHS) and Caffrey’s Cultural Competence in Healthcare Scale (CCCHS) before and after participating in the simulation, along with a demographic questionnaire. Eighty-five students completed a second posttest a few weeks after the intervention. Two theoretical frameworks guided the study: Foronda’s Theory of Cultural Humility, and Purnell’s Model for Cultural Competence. Results A mixed analysis of variance (ANOVA) with repeated measures showed a statistically significant difference within groups from pretest to posttest 1 and from pretest to posttest 2, in both cultural humility (p < .001) and cultural competence (p < .001). However, there was no difference in cultural humility (p = .265) or cultural competence (p = .743) when teaching strategies (standardized patient versus manikin) or year in the nursing program (second versus fourth) were considered. Conclusion Findings suggest that simulation, whether using a standardized patient or high-fidelity manikin, can be effective in enhancing cultural humility and cultural competence in baccalaureate nursing students.

A dynamic mannequin testing facility has been constructed to test the thermal protective properties of Navy uniforms and protective clothing. The existing facility consists of a traversing mannequin mechanism that passes through a fire that has been spatially characterized by temperature and heat flux measurements. The fire is provided by 8 propane sand burners in a modified ISO 9705 room. The current project is a continuation of work done by WPI Students over the last 5 years. A copper disk surface heat flux transducer has been designed and calibrated in the WPI Cone Calorimeter. The mannequin has been instrumented with 40 of these transducers for the acquisition of heat flux data during fire exposures. Heat Flux data was collected with the bare mannequin and through protective clothing for a range of exposure times. A finite difference method approach is used to model the skins temperature response at the epidermis-dermis interface. This temperature is used to predict 1st and 2nd degree skin burns using Henrique's burn damage integral. The percent total body area (%TBA) affected by burns can be calculated by this method. The facility is now capable of providing comparative data on the relative thermal protection provided by different clothing.