The Development, Implementation, and Evaluation of an End-of-Life Simulation Experience for Baccalaureate Nursing Students

Abstract

Student means for items on educational practices and satisfaction and confidence in learning were all between agree and strongly agree on a 5-point scale of agreement (n = 21). CONCLUSlON: The end-of-life simulation experience created an opportunity for nursing students to gain confidence in their ability to provide palliative nursing care.

Nursing Care at the End of Life

“…This education model uses a ''train-thetrainer'' approach in teaching end-of-life content to nurses. [14][15][16] Outside the classroom, students may pair up with a patient in an acute care setting, hospice, or patient home to have more hands-on experience with a dying patient. This program has been highly successful and provides seminars specific to such nursing specialties as geriatric, pediatric, and critical care.…”

Using simulation as a learning experience in clinical teams to learn about palliative and end-of-life care: A literature review

“…There was a good deal of variation in the studies, which reported how students use their simulation learning to frame or reframe death and dying and understand cultural or spiritual aspects of palliative and end-of-life care. Some report both the students' personal reflection on death and dying in communities using cultural and spiritual lenses, but other studies suggest personal reflection on death but not cultural aspects of palliative care (Fabro et al, 2014). Some reported reflection on dying without either the student's understanding of cultural or spiritual aspects being recognized (Gilliland et al, 2012;Ladd, Grimley, Hickman, & Touhy, 2013).…”

“…This "base of the pyramid" phenomenon is only obliquely referred to in the papers in this review. Much as in the Gabby et al (2014) study, the organizational base is assumed (Gabby et al studied organizations with a good track record for health improvement) here too there is in some papers an assumption that students may have experience of death, dying, and loss (Fabro, Schaffer, & Scharton, 2014;Gilliland, Frei, McNeill, & Stovall, 2012;Pullen et al, 2012;Tuxbury, McCauley, & Lement, 2012).…”

“…The Gilliland et al (2012) study only involved pharmacy students but was the only single professional study to recognize the interdisciplinary aspects of palliative and end-of-life care. The three studies that report participants gaining insight into service user views were all nursing studies (Eaton, Floyd, & Brooks, 2012;Fabro et al, 2014;Leighton & Dubas, 2009). Seven studies found that simulation allows students to gain insights into how they personally might feel when caring for a dying person.…”

Does simulation have a role in palliative medicine specialty training?

“…Fabro et al 21 describe using high-fidelity simulation to teach end of life care to nursing students. The students described an increase in confidence at caring for patients at the end of life and the scenario was felt to offer adequate learning experiences for a scenario which students may struggle to get exposure to during their on the ward training.…”