We Have to Talk: Results of an Interprofessional Clinical Simulation for Delivering Bad Health News in Palliative Care

Pastor, Diane K.; Cunningham, Robin; White, Patricia; Kolomer, Stacey

doi:10.1016/j.ecns.2016.03.005

Cited by 12 publications

(33 citation statements)

References 14 publications

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“…The undergraduate nursing student was a target learner in a majority of the articles (n ¼ 22). 10,25,[27][28][29][30][31][32][33][34][35][36][38][39][40][42][43][44][45][48][49][50] In the remaining 8 articles, the main target learners were the graduate nurse trainee, 46 the practicing nurse, 23,24,26,37,51 and both nursing students and practicing nurses together. 41,47 Other members of the health team participated (were physically present) in 7 of the SBLEs.…”

Section: Target Learner Audiencementioning

confidence: 99%

The Use of Simulation to Teach Nursing Students and Clinicians Palliative Care and End-of-Life Communication: A Systematic Review

Smith

Macieira

Bumbach

et al. 2018

Am J Hosp Palliat Care

125

121

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Objectives:To present the findings of a systematic review on the use of simulation-based learning experiences (SBLEs) to teach communication skills to nursing students and clinicians who provide palliative and end-of-life care to patients and their families.Background:Palliative care communication skills are fundamental to providing holistic patient care. Since nurses have the greatest amount of direct exposure to patients, building such communication competencies is essential. However, exposure to patients and families receiving palliative and end-of-life care is often limited, resulting in few opportunities to learn these skills in the clinical setting. Simulation-based learning experiences can be used to supplement didactic teaching and clinical experiences to build the requisite communication skills.Methods:Searches of CINAHL, MEDLINE, PsychINFO, ERIC, and Web of Science electronic databases and Grey Literature returned 442 unique records. Thirty articles met the established criteria, including the SBLE must contain a nursing role.Results:Simulation-based learning experience are being used to teach palliative and end-of-life communication skills to nursing students and clinicians. Lack of standardization, poor evaluation methods, and limited exposure to the entire interprofessional team makes it difficult to identify and disseminate validated best practices.Conclusion:While the need for further research is acknowledged, we recommend this evidence be augmented by training programs that utilize SBLEs through (1) applying standards, (2) clearly specifying goals and objectives, (3) integrating externally validated scenarios, and (4) employing rigorous evaluation methods and measures that link the SBLE to the training objectives and desired clinician practice behaviors and patient outcomes.

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Section: Target Learner Audiencementioning

confidence: 99%

The Use of Simulation to Teach Nursing Students and Clinicians Palliative Care and End-of-Life Communication: A Systematic Review

Smith

Macieira

Bumbach

et al. 2018

Am J Hosp Palliat Care

125

121

View full text Add to dashboard Cite

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“…Bad news in an emergency department (ED) may consist in announcing that a relative has been admitted to the ED or in sharing with patients or their families news concerning the need for hospitalization or conditions that might lead to a life-threatening situation sooner or later 20. BBN in the ED is a particular challenge because the patient is generally meeting the emergency physician (EP) for the first time and neither of them enter into the relationship by choice.…”

Section: Introductionmentioning

confidence: 99%

Efficacy of a Short Role-Play Training on Breaking Bad News in the Emergency Department

Servotte

Bragard

Szyld

et al. 2019

WestJEM

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“…The strategy of using simulations earlier in the program, in their didactic courses, has also been beneficial for preparing students to engage in interprofessional simulations that are placed during their clinical courses, as they are already familiar with the simulation environment. 18…”

Section: Rationale For Development Of the Progressive Assessment Andmentioning

confidence: 99%

Progressive Assessment and Competency Evaluation Framework for Integrating Simulation in Nurse Practitioner Education

Starkweather

Sargent

Nye

et al. 2017

The Journal for Nurse Practitioners

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Competencies for nurse practitioner students have been published with the goal of preparing graduates who are ready to meet the challenges of an increasingly complex health care system. Standardized preclinical assessment of graduate-level competencies have been suggested as a means to optimize the student experience in clinical rotations and maximize the preceptor’s time toward preparing students for the transition to independent practice. The main objectives of this study are to describe progressive assessment and competency evaluation as an integral framework for integration of simulation in graduate-level curriculum and present the feasibility and challenges to consider during implementation of Progressive Assessment and Competency Evaluation–directed simulations.

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We Have to Talk: Results of an Interprofessional Clinical Simulation for Delivering Bad Health News in Palliative Care

Cited by 12 publications

References 14 publications

The Use of Simulation to Teach Nursing Students and Clinicians Palliative Care and End-of-Life Communication: A Systematic Review

The Use of Simulation to Teach Nursing Students and Clinicians Palliative Care and End-of-Life Communication: A Systematic Review

Efficacy of a Short Role-Play Training on Breaking Bad News in the Emergency Department

Progressive Assessment and Competency Evaluation Framework for Integrating Simulation in Nurse Practitioner Education

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