Methods: The QI project was implemented in one Bachelor of Science in Nursing program with 36 students. Four simulation-based experiences (SBE) were redesigned to use best practice scripted pre- and -post debriefing faculty guides to consistently incorporate Foronda’s Theory of CH framework into these simulations across two semesters. Prior to implementation of these SBE, simulation faculty attended professional development grounded in CH and healthcare simulation standards of best practice. Data collection and analysis of faculty survey pre- and -post staff development on CH, faculty debriefing with the QI project designer to capture qualitative data, and project lead audits of faculty fidelity to the scripted guides, along with student pre- and -post surveys using Foronda’s Cultural Humility Scale and post-SBE student feedback evaluations.

Results: Faculty feel more confident and comfortable engaging in complex conversations centered on SJC when they are prepared through faculty development, sound SBE design, structures and resources. Faculty preparedness positively translates to trends of increased cultural humility for nursing students.