The global COVID-19 pandemic has challenged nurse leaders in ways that one could not imagine six months ago. Along with ongoing priorities of providing high quality, cost-effective and safe care, nurse leaders are also committed to creating environments that support excellence in patient and family experience. This article will provide exemplars of how nurse leaders used decisive decision-making, adapted to novel situations and issues, ensured reliable and safe delivery of care and engaged patients, families and their workforce to create excellent experiences of care during the pandemic. Throughout this crisis, nurse leaders have learned how to grapple with quick and often uncertain decisionmaking, adapted ways to engage patient and family amidst new care situations and operational policies, delivered care reliably with ever changing metrics and measures and created environments to support and bring smiles to nurses and other health care staff. New opportunities to care for and positively engage patients and families have emerged.
The significant role of nursing in improving end-of-life care has been well documented. Yet, challenges remain to ensure that dying individuals receive competent and compassionate care as they face the end of life. Teaching end-of-life nursing care and providing practice experiences caring for dying patients are essential in nursing education programs. The first portion of this article describes briefly the theoretical foundation of the entire classroom experience and the pedagogy of the classroom experience, designed to prepare the students for the simulation experience. The second portion of this article details the simulation protocol. Finally, this article provides students' responses to 2 semistructured surveys about their experiences, attitudes, and concerns about caring for a person at the end of life, which provide an additional perspective on how the students construct and express themselves to each other. The students' responses confirm the significance of past experiences to present attitudes, values, and behaviors. The results of the evaluation further establish that incorporating a strong link to a concept of nursing as caring and ways of knowing already familiar to the students helps them to clarify their educational needs and to recognize their own progress to address these needs. KEY WORDSend of life, simulation, student nurses T he first portion of this article describes briefly the theoretical foundation of the entire classroom experience and the pedagogy of the classroom expe-rience, designed to prepare the students for the simulation experience. The second portion of this article details the simulation protocol. Finally, this article uses focus groups' responses to 2 semistructured surveys about their experiences, attitudes, and concerns about caring for a person at the end of life, which provide an additional perspective on how the students construct and express themselves to each other. 1 The students' responses confirm the significance of past experiences to present attitudes, values, and behaviors. The results of the evaluation further establish that incorporating a strong link to a concept of nursing as caring 2-4 and ways of knowing 5 already familiar to the students helps them to clarify their educational needs and to recognize their own progress to address these needs.
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