Innovative End-of-Life Simulation: Educating Nursing Students to Care for Patients During Transition

Jablonski, Anita; McGuigan, Jan; Miller, Carrie Westmoreland

doi:10.1016/j.ecns.2020.08.009

Cited by 6 publications

(7 citation statements)

References 9 publications

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“…In addition to imparting the necessary clinical skills, these laboratories focus on the complexities and ethical dilemmas of practice and, thus are likely more sensitive to the needs of students when learning about end‐of‐life care. Jablonski et al ( 2020 ) found that providing students with the opportunity to experience emotions evoked by the end‐of‐life care simulations in a safe setting positively influenced students' preparation for the end‐of‐life care in the clinical setting. Jablonski et al ( 2020 ) also established that incorporating a ‘family member’ into the simulation and performing post‐mortem care contributed to the reality and effectiveness of the simulation.…”

Section: Discussionmentioning

confidence: 99%

“…Jablonski et al ( 2020 ) found that providing students with the opportunity to experience emotions evoked by the end‐of‐life care simulations in a safe setting positively influenced students' preparation for the end‐of‐life care in the clinical setting. Jablonski et al ( 2020 ) also established that incorporating a ‘family member’ into the simulation and performing post‐mortem care contributed to the reality and effectiveness of the simulation.…”

Section: Discussionmentioning

confidence: 99%

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A qualitative exploration of Irish nursing students' experiences of caring for the dying patient

Hardie¹,

McCabe

Timmins

et al. 2023

Nursing Open

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Nurses play a key and substantial role in delivering end-of-life care (McCall, 2018). Therefore, student nurses will likely encounter dying patients and in some cases death at an early stage of their nursing education on practice placements in the hospital. However, providing care for dying patients and their families is one of the most challenging aspects of nursing (Hançer Tok & Cerit, 2021), particularly emotionally for nurses in practice (Zheng et al., 2018).Several studies have identified that when nurses do not receive an adequate end-of-life education, feelings such as death anxiety and a negative approach to care have been reported (Wang, 2019).End-of-life care can be complex in nature, focussing on meeting the patient's physical and emotional, social and spiritual needs (NICE, 2019; WHO, 2020). Although nursing students are typically supported by their preceptors, many still find this experience distressing (Garrino et al., 2017). Witnessing pain and suffering and the risk of sudden death or unexpected adverse events are key issues of concern for students during this time (Henoch et al., 2017).Students can also lack confidence in caring for the dying and their families (Wang, 2019). Gillan et al. (2021) recently explored nursing students' experiences of in-hospital death in Australia and found the experiences varied: students supported by nursing staff who were able to learn from them and model their behaviours had good experiences. However, there were also negative experiences related to ritualistic and undignified care, particularly for the physical

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A qualitative exploration of Irish nursing students' experiences of caring for the dying patient

Hardie¹,

McCabe

Timmins

et al. 2023

Nursing Open

View full text Add to dashboard Cite

show abstract

“…41,43 La espiritualidad no recibe suficiente atención en la educación y práctica de enfermería, llegando a convertirse en una barrera para el cuidado y la relación enfermero-paciente, de modo que este tema requiere atención debido a las diversas creencias y prácticas religiosas y espirituales. [44][45][46][47][48] Se hace necesario sensibilizar sobre morir con dignidad y los cuidados al final de la vida, teniendo en cuenta aspectos psicosociales y culturales para un trato humanizado. [42][43][44][45] Tema 4: beneficios de las intervenciones para estudiantes, profesionales de enfermería, paciente y familia en la dignificación del fin de vida Las intervenciones orientadas a promover la dignificación del fin de vida contribuyen a la capacidad de los enfermeros para preservar la dignidad y abordar situaciones donde esta se ve amenazada.…”

Section: Tema 1: Dignidad Humanaunclassified

“…[44][45][46][47][48] Se hace necesario sensibilizar sobre morir con dignidad y los cuidados al final de la vida, teniendo en cuenta aspectos psicosociales y culturales para un trato humanizado. [42][43][44][45] Tema 4: beneficios de las intervenciones para estudiantes, profesionales de enfermería, paciente y familia en la dignificación del fin de vida Las intervenciones orientadas a promover la dignificación del fin de vida contribuyen a la capacidad de los enfermeros para preservar la dignidad y abordar situaciones donde esta se ve amenazada. 35,46 Estas intervenciones favorecen la salud mental por la satisfacción personal consecuencia del cuidar, reducen la incidencia de la fatiga por compasión (empatía) y enfermedades derivadas del desgaste físico y emocional.…”

Section: Tema 1: Dignidad Humanaunclassified

Intervenciones para promover la dignificación del fin de vida por estudiantes y profesionales de enfermería

et al. 2023

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Introducción: el cuidado es el eje de la enfermería y adquiere especial relevancia en el proceso del fin de vida y muerte, donde deben garantizarse cuidados que dignifiquen a la persona y su entorno. Los profesionales y estudiantes de enfermería deben estar capacitados para ello. Objetivo: identificar intervenciones para promover la dignificación de la persona en el fin de la vida y la muerte, entre estudiantes y profesionales de enfermería. Metodología: revisión integrativa de la literatura. Se realizaron búsquedas en bases de datos: PubMed, CUIDEN Plus, Ovid, Biblioteca Virtual en Salud y ProQuest y se incluyeron artículos derivados de investigación y revisión publicados entre 2016 y 2021. Se efectuó lectura crítica utilizando la herramienta Joanna Briggs Institute (JBI). Estudio sin riesgo ético, según la resolución 8430 de 1993. Resultados: se incluyeron 34 artículos y se construyeron cinco temáticas: dignidad humana, muerte digna en la atención de enfermería, factores que impiden la dignificación del fin de vida, beneficios para estudiantes, profesionales de enfermería, paciente y familia, y estrategias que promueven la dignidad en el fin de vida y muerte. Conclusiones: el fin de la vida y la muerte son procesos complejos a los que deben enfrentarse estudiantes y profesionales de enfermería, ante los cuales puede ser de ayuda implementar intervenciones como las identificadas, dado que contribuyen en el conocimiento, compromiso, trato humanizado y compasión; es necesaria mayor docencia e investigación al respecto.

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“…However, the researchers concluded that simulation allowed emergency nurses to apply newly acquired knowledge, skills, and attitudes in a safe environment. Similarly, Jablonski et al (2020) evaluated the use of ELNEC modules and simulation and found that emotions triggered by the simulation increased students’ knowledge of their role in EOL care situations.…”

Section: Introductionmentioning

confidence: 99%

Implementation and Evaluation of an End-of-Life Standardized Participant Simulation in an Adult/Gerontology Acute Care Nurse Practitioner Program

et al. 2024

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Graduate nursing programs must provide end-of-life (EOL) content to prepare nurse practitioners to manage the holistic needs of patients. This project aimed to measure the End-of-Life Nursing Education Consortium curriculum’s impact on student self-confidence and anxiety levels. A pretest/posttest study design was implemented using an EOL simulation and the Nursing Anxiety and Self-Confidence With Clinical Decision-Making Scale (NASC-CDM©) to compare baseline self-confidence and anxiety levels related to clinical decision-making. Results showed that the simulation increased student self-confidence, but anxiety level remained unchanged. Nurse educators should consider incorporating EOL simulation into graduate curricula to improve student confidence with clinical decision-making.

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Innovative End-of-Life Simulation: Educating Nursing Students to Care for Patients During Transition

Cited by 6 publications

References 9 publications

A qualitative exploration of Irish nursing students' experiences of caring for the dying patient

A qualitative exploration of Irish nursing students' experiences of caring for the dying patient

Intervenciones para promover la dignificación del fin de vida por estudiantes y profesionales de enfermería

Implementation and Evaluation of an End-of-Life Standardized Participant Simulation in an Adult/Gerontology Acute Care Nurse Practitioner Program

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