When Is It Okay to Cry? An End-of-Life Simulation Experience

Abstract

This article details how a small college of nursing affiliated with a faith-based health care corporation integrated the education of end-of-life care into a megacode simulation. Students participated in a high-fidelity simulated megacode scenario in which the simulator died. Following de-briefing, student groups participated in an additional scenario in which faculty coached them through postmortem care and interaction with a family member and a hospital chaplain. As a result of this multidimensional, interprofessional simulation, students developed heightened skill in applying basic life-saving measures, increased knowledge of and comfort with postmortem care, and increased awareness of the emotions elicited by the experience.

Application of High Fidelity Simulation for Acquisitions of Nursing Skills

“…The majority of students reported that the simulation experiences increased their nursing knowledge and skills. This result concurs with Bartlett and Thomas-Wright [46] in that their study sample also reported developing heightened skills in applying basic life-saving measures and increasing knowledge of caring and awareness of the emotions elicited by the simulation experience. It was noted that scenarios with clearer learning objectives allowed better problem solving and critical thinking for the students during simulation activities.…”

Students and teachers' satisfaction and perspectives on high-fidelity simulation for learning fundamental nursing procedures: A mixed-method study

“…Specifically, HFS facilitates clinical assessment, care planning, decision-making, and teamwork, essential skills set out in the Spanish White Paper on Nursing Degrees (ANECA, 2004). The primary objective of the activity was to provide training in monitoring vital signs; nonetheless, teachers felt that it would also be useful to include the procedure in holistic care and work on other aspects, such as patient assessment, communication with patients, and promoting respect for patients (Bartlett et al, 2014). In addition, teachers acknowledged the potential of HFS to improve emotional skills, which were also highlighted by instructors in a study by Alconero-Camarero et al (2020).…”

“…CS has proven to be effective for the acquisition of skills in settings as diverse as critical care, community health education, midwifery training, palliative care, and the promotion of collaborative practice (Bartlett et al, 2014;Cant and Cooper, 2017;Cooper et al, 2012;Luctkar-Flude et al, 2015;Nyström et al, 2016;Smith and Barry, 2013). CS can involve differing degrees of realism, ranging from low-fidelity simulation, normally used for practising specific technical skills, to high-fidelity simulation (HFS), which is often used in more complex scenarios (Meakim et al, 2013).…”

Psychological Safe Environment: A Concept Analysis

“…Currently in nursing education, the concept of psychological safety in simulation is often associated with simulation-based experiences (SBEs) that include patient death (Baile & Walters, 2013;Bartlett, Thomas-Wright, & Pugh, 2014;DeMaria et al, 2010). This is in large part because of the emotional stress that these situations can create.…”