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The unimaginable suddenly happens; without warning, a nursing student suddenly dies, creating an aftermath of emotional turmoil for peers and faculty. Upon receipt of the news, classmates are in absolute disbelief and shock, and struggle to comprehend the reality of the death. For many of these young adults, this is the first experience with peer death. This qualitative phenomenological study explored the grief experiences, coping strategies, and reactions of nursing students following the sudden death of a classmate. Purposive sampling yielded nine participants from four different universities who experienced the death of their classmate within the previous year. Nine major themes emerged as the participants reflected on their emotional struggle with grief, both as a peer and a member of a helping profession. This study yielded a rich understanding of the grief experience for nursing students, while providing insights for policy development and supportive interventions for faculty, counselors, and administrators.

Despite emerging evidence of increased death education in nursing curricula, research suggests the graduate nurse is unprepared to effectively communicate and manage the array of symptoms experienced by the dying patient. This qualitative phenomenological research study's intent was to explore the impact of clinical experience in a community-based free-standing hospice facility as an effective pedagogical strategy for preparing student nurses to care for patients and families at the end of life (EOL). The researchers used descriptive phenomenology rooted in Husserl's philosophy. The qualitative data source included semistructured individual interviews. Convenience sampling yielded 10 senior-level nursing students in a community health nursing course. The analysis yielded 6 major themes: (1) fear of witnessing death, (2) contrasting care priorities in a hospice-dedicated versus acute care setting, (3) value of storytelling from hospice team members, (4) unprepared for EOL conversations, (5) guidance and support, and (6) benefit of hospice-dedicated experiential learning. The findings of this study support the use of expert hospice team members to guide and mentor students. Didactic and video-enhanced education, storytelling, preparation in EOL conversations, and experiential learning seem essential to familiarize students with EOL care and improve perceptions about caring for patients and their families.

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Accelerated nursing students have a short time frame in which to assimilate knowledge as postbaccalaureate nursing programs are approximately 16 months in length. Research has demonstrated limited innovative evidence-based teaching strategies when developing palliative care curricula in accelerated nursing programs. The authors addressed this gap by using student-centered learning activities and simulation within the context of an end-of-life course. This novel approach allowed students the opportunity to practice important therapeutic communication skills while enhancing their knowledge of palliative nursing care.

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Participation in a cardiopulmonary resuscitation team can create pandemonium among novice as well as experienced healthcare providers. Staff development educators, faced with the challenge of providing continuous education to improve efficiency in code organization and management, may benefit from lessons learned in the field. This author describes an institution's initiative to address multidisciplinary code blue education using a creative acronym coupled with multilevel didactic and simulation exercises.