Abstract
Abstract: Simulation exercises can be used to provide poverty-related content that might be lacking in traditional clinical settings. A descriptive qualitative study design was used to examine the use of a poverty simulation in mental health nursing. Thematic analysis of reflective journals indicated students viewed the poverty simulation as a positive, realistic, and informative learning experience; had a better understanding of how poverty impacts health; and expressed changes in attitudes toward providing care. Results from this study suggest poverty simulations can be used to illustrate key concepts taught in mental health nursing, including empathy, advocacy, and refrainment from judging patients.