TY - JOUR
T1 - Nursing presence during death
T2 - An end-of-life simulation created by students and faculty
AU - Roberts, Benjamin
AU - Cotter, Valerie T.
AU - Scott, Kaytlyn
AU - Greco, Lauren
AU - Wenzel, Jennifer
AU - Ockimey, Jessica
AU - Hansen, Bryan R.
AU - Sullivan, Nancy
N1 - Funding Information:
One author is supported by a grant from the Cambia Foundation.
Funding Information:
One author is supported by a grant from the Cambia Foundation .
Publisher Copyright:
© 2020 Australian College of Nursing Ltd
PY - 2021/4
Y1 - 2021/4
N2 - Background: Nursing curricula often lack end-of-life (EOL) care training, particularly regarding the nursing skill of “being present.” Collaboration between students and faculty in curriculum design is rare, but may effectively help fill the curriculum gaps in EOL care. Aim: To describe the creation of a novel EOL care simulation by students and faculty, and its implementation into a pre-licensure Masters of Science in Nursing (MSN) curriculum. Methods: With support from expert faculty, three students developed an EOL care simulation focused on nursing presence, comfort care, and compassionate communication. Pilot participants submitted pre- and post-test surveys regarding confidence in providing comfort measures for dying patients. The simulation was integrated into the MSN curriculum and simulation evaluations were collected. Findings: Pilot data are limited. Once incorporated into the curriculum, 95% of respondents (N = 38; response rate 35%) reported feeling better prepared to respond to changes in patient condition, more confident in their ability to prioritise care and interventions, and better able to communicate with patients. One hundred percent of respondents recommended the simulation for future use. Discussion: A curricular gap in EOL care provided a unique opportunity for nursing students and faculty to develop clinical EOL care training that focused on compassionate nursing presence. Conclusion: This project demonstrated the potential for collaboration between nursing students and faculty to enhance nursing education in EOL care. Pre-licensure exposure to the general principles of EOL care and nursing presence may be beneficial for new nurses entering the workforce.
AB - Background: Nursing curricula often lack end-of-life (EOL) care training, particularly regarding the nursing skill of “being present.” Collaboration between students and faculty in curriculum design is rare, but may effectively help fill the curriculum gaps in EOL care. Aim: To describe the creation of a novel EOL care simulation by students and faculty, and its implementation into a pre-licensure Masters of Science in Nursing (MSN) curriculum. Methods: With support from expert faculty, three students developed an EOL care simulation focused on nursing presence, comfort care, and compassionate communication. Pilot participants submitted pre- and post-test surveys regarding confidence in providing comfort measures for dying patients. The simulation was integrated into the MSN curriculum and simulation evaluations were collected. Findings: Pilot data are limited. Once incorporated into the curriculum, 95% of respondents (N = 38; response rate 35%) reported feeling better prepared to respond to changes in patient condition, more confident in their ability to prioritise care and interventions, and better able to communicate with patients. One hundred percent of respondents recommended the simulation for future use. Discussion: A curricular gap in EOL care provided a unique opportunity for nursing students and faculty to develop clinical EOL care training that focused on compassionate nursing presence. Conclusion: This project demonstrated the potential for collaboration between nursing students and faculty to enhance nursing education in EOL care. Pre-licensure exposure to the general principles of EOL care and nursing presence may be beneficial for new nurses entering the workforce.
KW - Graduate nursing education
KW - Palliative care nursing
KW - Patient simulation
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U2 - 10.1016/j.colegn.2020.05.005
DO - 10.1016/j.colegn.2020.05.005
M3 - Article
AN - SCOPUS:85090063645
SN - 1322-7696
VL - 28
SP - 157
EP - 161
JO - Collegian
JF - Collegian
IS - 2
ER -