To meet the primary palliative care needs of older adults, especially the underserved and those of color, a qualitative descriptive study was conducted among nursing students (n = 34) in community health nursing whose clinical rotations included independent living facilities for low-income populations. Two themes were identified that influence student nurse confidence and self-efficacy in initiating conversations with seriously ill clients and assessing their primary palliative care needs: (1) emotional assessment skills and cultural competency and (2) an assessment guide to primary palliative care needs that provides structure and guidance to conduct such conversations. Two major categories were identified that influence student nurse confidence and self-efficacy in initiating conversations with seriously ill clients: (1) educational needs and desired experience and (2) cultural impact. Two major categories were identified that facilitated the assessment of primary palliative care needs: (1) a guide that provided structure and guidance in initiating and conducting conversations about serious illness and (2) insight into the primary palliative care needs of clients in the community.
Background:
Palliative care is an essential component of community health for a growing population of seriously ill older adults residing in the community. Yet, nursing students are often challenged in initiating and engaging in serious illness conversations.
Purpose:
This study implemented and evaluated an educational activity designed to increase nursing students' skills and self-efficacy to initiate and conduct conversations with patients/clients experiencing serious illness.
Methods:
A mixed-methods approach was used to study how statement cards and prompts facilitated students' readiness to engage in such conversations. A quantitative pre- and posttest survey was used to evaluate self-efficacy and students' perception of their ability to engage in challenging conversations.
Results:
The results indicated a significant increase in student confidence in conducting serious illness conversations.
Conclusion:
Students reported an improved perception of their ability to conduct serious illness conversations and emphasized the need to practice these conversations in clinical practice.
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