What can teaching economists learn from poverty simulations run by nursing faculty?

Michelle R. Gierach and Reynold F. Nesiba

International Journal of Pluralism and Economics Education, 2018, vol. 9, issue 1/2, 128-143

Abstract: Even though teaching economists and nursing faculty teach vastly different subject matter, there is a way for these faculty to collaborate. We use a poverty simulation to facilitate an active learning strategy that addresses the complex issues of inequality and poverty. The poverty simulation is a tool utilised frequently in the health science literature to provide students with an opportunity to step into the shoes of a person experiencing poverty. This approach utilises a variety of pedagogical strategies to facilitate the deepening of knowledge and the development of empathy toward persons experiencing poverty. Methods to deliver the poverty simulation and measure outcomes are addressed through a study that provides an example of how this innovative pedagogy can be integrated into economics course curricula to address the issues of inequality and poverty.

Keywords: poverty simulation; inequality; poverty; economics education; active learning strategy; nursing education; interprofessional collaboration; inequality; poverty. (search for similar items in EconPapers)
Date: 2018
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Persistent link: https://EconPapers.repec.org/RePEc:ids:ijplur:v:9:y:2018:i:1/2:p:128-143

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