Using simulation to increase interpreter-use confidence in advanced practice nursing students

ABSTRACT Effective interpreter use when there is patient–provider language discordance is associated with better clinical outcomes and patient satisfaction. This project aimed to determine whether integrating a clinical simulation-based experience specific to interpreter use would increase student confidence in working with interpreters. Students completed preparatory work about best practices for working with interpreters, then participated in a simulated clinical encounter to experience working with both spoken (Spanish) and American Sign Language interpreters using in-person and technology-facilitated interactions. Qualitative and quantitative data were collected to assess student confidence with interpreter use and reactions to the learning activity. The structured, simulated, clinical experience designed to improve confidence as a step toward developing competency with interpreter use in advanced practice nursing students was effective. Interpreter-use confidence increased, and students reported increased awareness of non-verbal communication after participating in a simulated clinical experience with patient–provider language discordance.