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Yoong SQ, Wang W, Seah ACW, Chao FFT, Kumar N, Gan JON, Schmidt LT, Hong J, Zhang H. The impact of a student death doula service-learning experience in palliative care settings on nursing students: A pilot mixed-methods study. DEATH STUDIES 2024:1-13. [PMID: 39158318 DOI: 10.1080/07481187.2024.2391929] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/20/2024]
Abstract
Through a mixed-methods approach (randomized controlled trial and thematic analysis of pre and post-service-learning reflections), this study evaluated the impact of a student death doula service-learning experience on nursing students' palliative competencies and learning experiences. The intervention group underwent a 2-day student death doula training workshop followed by a 6-month service-learning experience, while the control group received standard palliative care education. Attitudes toward the care of the dying significantly improved for the intervention group but not for compassion competence and palliative care knowledge. Six themes were developed: (1) Motivations for being a student death doula, (2) Improved perceptions of palliative care patients, (3) Perceptions of a good death, (4) Confidence in caring for palliative care patients, (5) Understanding the multifaceted nature of palliative care, and (6) Joys and challenges during service-learning. Service-learning helped students to understand palliative care patients and acquire confidence in engaging with them.
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Affiliation(s)
- Si Qi Yoong
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Wenru Wang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Alvin Chuen Wei Seah
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Felicia Fang Ting Chao
- Department of Psychology, Faculty of Arts and Social Sciences, National University of Singapore, Singapore
| | - Nivetha Kumar
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Joanne Oon Nee Gan
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Assisi Hospice, Singapore
| | - Laura Tham Schmidt
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | | | - Hui Zhang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- St. Andrew's Community Hospital, Singapore
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Schroeder J, Pesut B, Olsen L, Oelke ND, Sharp H. Developing a survey to measure nursing students' knowledge, attitudes and beliefs, influences, and willingness to be involved in Medical Assistance in Dying (MAiD): a mixed method modified e-Delphi study. BMC Nurs 2024; 23:326. [PMID: 38745233 PMCID: PMC11092000 DOI: 10.1186/s12912-024-01984-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2023] [Accepted: 04/28/2024] [Indexed: 05/16/2024] Open
Abstract
BACKGROUND Medical Assistance in Dying (MAiD) was legalized in Canada in 2016. Canada's legislation is the first to permit Nurse Practitioners (NP) to serve as independent MAiD assessors and providers. Registered Nurses' (RN) also have important roles in MAiD that include MAiD care coordination; client and family teaching and support, MAiD procedural quality; healthcare provider and public education; and bereavement care for family. Nurses have a right under the law to conscientious objection to participating in MAiD. Therefore, it is essential to prepare nurses in their entry-level education for the practice implications and moral complexities inherent in this practice. Knowing what nursing students think about MAiD is a critical first step. Therefore, the purpose of this study was to develop a survey to measure nursing students' knowledge, attitudes and beliefs, influences, and willingness to be involved in MAiD in the Canadian context. METHODS The design was a mixed-method, modified e-Delphi method that entailed item generation from the literature, item refinement through a 2 round survey of an expert faculty panel, and item validation through a cognitive focus group interview with nursing students. The settings were a University located in an urban area and a College located in a rural area in Western Canada. RESULTS During phase 1, a 56-item survey was developed from existing literature that included demographic items and items designed to measure experience with death and dying (including MAiD), education and preparation, attitudes and beliefs, influences on those beliefs, and anticipated future involvement. During phase 2, an expert faculty panel reviewed, modified, and prioritized the items yielding 51 items. During phase 3, a sample of nursing students further evaluated and modified the language in the survey to aid readability and comprehension. The final survey consists of 45 items including 4 case studies. DISCUSSION Systematic evaluation of knowledge-to-date coupled with stakeholder perspectives supports robust survey design. This study yielded a survey to assess nursing students' attitudes toward MAiD in a Canadian context. CONCLUSION The survey is appropriate for use in education and research to measure knowledge and attitudes about MAiD among nurse trainees and can be a helpful step in preparing nursing students for entry-level practice.
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Affiliation(s)
- Jocelyn Schroeder
- School of Health and Human Services, Selkirk College, Castlegar, BC, Canada
| | - Barbara Pesut
- School of Health and Human Services, Selkirk College, Castlegar, BC, Canada.
- School of Nursing, University of British Columbia Okanagan, Kelowna, BC, Canada.
| | - Lise Olsen
- School of Nursing, University of British Columbia Okanagan, Kelowna, BC, Canada
| | - Nelly D Oelke
- School of Nursing, University of British Columbia Okanagan, Kelowna, BC, Canada
| | - Helen Sharp
- School of Nursing, University of British Columbia Okanagan, Kelowna, BC, Canada
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Hopeck P. Socialized to care: Nursing student experiences with faculty, preceptors, and patients. Nurs Inq 2024; 31:e12596. [PMID: 37622348 DOI: 10.1111/nin.12596] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2022] [Revised: 07/05/2023] [Accepted: 08/13/2023] [Indexed: 08/26/2023]
Abstract
Effective socialization of nurses has led to positive outcomes for both hospitals and nurses, including higher retention and greater job satisfaction. The importance of faculty, preceptors, and patients in the socialization of nursing students has been documented extensively in the literature. The research presented in this article examines data from qualitative, longitudinal interview transcripts of 15 students as they progressed through a 2-year nursing program to determine how these three types of influence socialize nursing students, and at which points in their education. Using multiple perspective qualitative longitudinal interviews, I interviewed participants every semester of nursing school about their experiences. From the data, these three parties have an impact at different points in their socialization, starting with faculty who socialize students to nursing school by helping them think like nurses. Next, preceptors can be barriers or facilitators of learning by demonstrating how to act like nurses and providing insight about how and why nurses may act the way that they do. Finally, patients help students put everything together by applying classroom lessons to clinical settings. The research concludes with implications for research, practice, and policy.
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Affiliation(s)
- Paula Hopeck
- Department of Communication Studies, Commonwealth University, Bloomsburg, Pennsylvania, USA
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Burt L, Clark L, Park C. Stronger together: learner reactions on a team-based, interprofessional first death simulation experience. J Interprof Care 2024; 38:95-103. [PMID: 37422861 DOI: 10.1080/13561820.2023.2232408] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2022] [Revised: 06/08/2023] [Accepted: 06/27/2023] [Indexed: 07/11/2023]
Abstract
Patient death is a common experience that may be traumatic for health care providers. Although current rates of burnout are high, evidence supports that interprofessional coping can improve clinician mental health. While health care simulation affords learners freedom of safety to participate in a variety of educational experiences, current application of simulation during patient death is limited to professional duties, without explicitly addressing learner emotional well-being. We designed a patient death simulation scenario within a supportive and reflective interprofessional environment to teach foundational coping and well-being strategies to preclinical nursing, medical, and pharmacy students. Sixty-one students participated in this team-based, First Death simulation experience. Debriefings were analyzed using qualitative inductive content analysis methodology. Students reacted to being part of an interprofessional team after having participated in simulation about the death of a patient as described by five categories: emotional awareness, communication insight, feeling stronger together, with role curiosity, and through reflections on support. Findings suggested that simulation is an effective teaching modality for mentoring interprofessional students on humanistic well-being strategies. Furthermore, the experience fostered reactions transcending interprofessional competencies, which are transferrable to future clinical practice.
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Affiliation(s)
- Leah Burt
- College of Nursing Department of Biobehavioral Nursing Science, University of Illinois Chicago, Chicago, Illinois, USA
| | - Lou Clark
- M Simulation, University of Minnesota, Minneapolis, Minnesota, USA
| | - Christine Park
- College of Medicine, Simulation and Integrative Learning (SAIL) Institute, University of Illinois, Chicago, Illinois, USA
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Alsolais A. Views, emotional Reaction, and Bereavement Healing Rituals of Saudi Male Nursing Students: A Qualitative Approach. OMEGA-JOURNAL OF DEATH AND DYING 2023; 88:287-302. [PMID: 36169379 DOI: 10.1177/00302228221129896] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
AIM The study described the perception and attitude of Saudi male nursing students towards death and dying. METHODS This qualitative study recruited Twelve male Saudi nursing students from Nursing Department at University, Riyadh, Saudi Arabia. Data collection was conducted using unstructured one-on-one online interviews from January to February 2021 using thematic approach to analyse the data. RESULTS The result of the study presented three themes. The first theme describes the Muslim Saudi male nursing student's religious beliefs and practices in terms of three concepts. The second theme is the emotional reaction of the participants. The third theme is bereavement healing rituals. CONCLUSION The knowledge on how nursing students with an Islamic belief view the concept of death and dying provides valuable and critical information on developing educational intervention as well as course and training contents that needs to be included in developing the competencies of these students.
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Affiliation(s)
- Abdulellah Alsolais
- Nursing Department, College of Applied Medical Sciences, Shaqra University, Shaqra, Saudi Arabia
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Dobarrio-Sanz I, Chica-Pérez A, Fernández-Sola C, Ruiz-Fernández MD, Del Mar Jiménez-Lasserrotte M, Hernández-Padilla JM. Nursing students' experiences of a home visiting programme for older adults with multimorbidity (VISITAME project): A phenomenological study. NURSE EDUCATION TODAY 2023; 128:105881. [PMID: 37390521 DOI: 10.1016/j.nedt.2023.105881] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2023] [Revised: 05/16/2023] [Accepted: 06/12/2023] [Indexed: 07/02/2023]
Abstract
INTRODUCTION Nursing students should acquire competence in promoting self-care in older adults with chronic multimorbidity, but opportunities for clinical practice are limited. The implementation of a home visiting programme to community-dwelling older adults with chronic multimorbidity could contribute to nursing students' acquisition of this competence. OBJECTIVE The aim of our study was to understand the experience of nursing students participating in a home visiting programme to community-dwelling older adults with chronic multimorbidity. DESIGN Qualitative study based on Gadamer's hermeneutic phenomenology. METHOD Twenty-two in-depth interviews were conducted with nursing students participating in a home visiting programme. Data were recorded, transcribed and analysed following the procedure developed by Fleming. RESULTS Three main themes were extracted in the data analysis process: (1) 'living the theory. Experience as a catalyst for learning', (2) 'the home visiting programme as a tool for promoting competence in caring for older adults', and (3) 'when learning sparks interest in working with older adults'. CONCLUSION The home visiting programme to community-dwelling older adults has an important impact on the personal and professional development of nursing students. The experience of the home visiting programme leads to deep learning that sparks interest in caring for older adults. The implementation of a home visiting programme could be a beneficial strategy for the acquisition of competence to promote health and self-care.
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Affiliation(s)
- Iria Dobarrio-Sanz
- Department of Nursing, Physiotherapy and Medicine, University of Almeria, 04120 Almeria, Spain.
| | | | - Cayetano Fernández-Sola
- Department of Nursing, Physiotherapy and Medicine, University of Almeria, 04120 Almeria, Spain; Facultad de Ciencias de la Salud, Universidad Autónoma de Chile, 7500000 Santiago, Chile.
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Murnane S, Purcell G, Reidy M. Death, dying and caring: exploring the student nurse experience of palliative and end-of-life education. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2023; 32:526-531. [PMID: 37289708 DOI: 10.12968/bjon.2023.32.11.526] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
BACKGROUND Undergraduate education and training are fundamental in preparing student nurses for working in palliative and end-of-life care. AIM This article explores the experiences of student nurses in their palliative and end-of-life undergraduate nurse education. METHODOLOGY Sandelowski and Barroso's (2007) framework for undertaking a metasynthesis was used. Initial database searches returned 60 articles of interest. Re-reading the articles in the context of the research question identified 10 studies that met the inclusion criteria. Four key themes emerged. FINDINGS Student nurses voiced concerns regarding their feelings of unpreparedness, and lack of confidence and knowledge when dealing with the complexities of palliative and end-of-life care. Student nurses called for more training and education in palliative and end-of-life care. CONCLUSION Flexible nursing curricula responsive to the needs of student nurses and the changing landscape of healthcare provision, including care to ensure a good death experience, should be prioritised at undergraduate level.
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Affiliation(s)
- Sandra Murnane
- A BSc (Hons) Nursing Student, Department of Nursing and Healthcare, School of Health Sciences, Waterford Institute of Technology, Republic of Ireland, when this article was written. She is now a Registered Nurse
| | - Geraldine Purcell
- Lecturer, Department of Nursing and Healthcare, School of Health Sciences, Waterford Institute of Technology, Republic of Ireland
| | - Mary Reidy
- Lecturer, Department of Nursing and Healthcare, School of Health Sciences, Waterford Institute of Technology, Republic of Ireland
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Rodríguez-Leal L, González-Hervías R, Silva LIM, Rodríguez-Gallego I, Saldaña MR, Montesinos JVB. Stressors inherent to clinical practices and their relationship with emotional intelligence in nursing students: A cross sectional study. NURSE EDUCATION TODAY 2023; 124:105753. [PMID: 36841193 DOI: 10.1016/j.nedt.2023.105753] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/22/2022] [Revised: 01/23/2023] [Accepted: 02/08/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND There is a wide body of knowledge about Emotional Intelligence and its benefits in health care, generating better productivity, clinical performance and communication with work teams, patients and families. Its relationship with stress and with performance of clinical practices has also been studied, although the results are not conclusive or up-to-date. OBJECTIVES To study and correlate the perception of Emotional Intelligence and the stressors inherent to Nursing students' clinical practices. DESIGN A multicenter and observational study was carried out through cross-sectional surveys with Nursing students during the 2021/2022 academic year. PARTICIPANTS 377 students were included in the study, recruited through non-probabilistic sampling in four Spanish universities. METHODS Sociodemographic and academic variables were collected, as well as the following main variables: perceived Emotional Intelligence and stressors in clinical practices. RESULTS The study sample consisted of 377 students (89.1 % women; mean age of 23.15 ± 5.50). The perception of Emotional Intelligence obtained adequate ranges. The stressors that generate most concern are being attacked by the patients, lack of competence, and impotence and uncertainty. There are statistically significant differences in Emotional Intelligence by gender and university, as well as in stressors between each other. The Emotional Intelligence dimensions are weakly correlated with the stressors, although with statistical significance. CONCLUSIONS This study shows that Emotional Intelligence slightly influences the stressors inherent to clinical practices, so that EI can help cope with the difficulties of clinical work. Specifically, emotional clarity has an inverse relationship with some stressors. However, the attention and repair dimensions do not present such a clear relationship in our study or in previous ones. This shows the need to include Emotional Intelligence training in Nursing training curricula.
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Affiliation(s)
- Leyre Rodríguez-Leal
- Red Cross Nursing University College, Madrid, Autonomous University of Madrid, Spain.
| | | | - Luis Iván Mayor Silva
- Departamento de Enfermería, Facultad de Enfermería, Fisioterapia y Podología, Universidad Complutense de Madrid, Spain
| | | | - Manuel Romero Saldaña
- Departamento de Enfermería, Farmacología y Fisioterapia. Facultad de Medicina y Enfermería, Universidad de Córdoba, Spain
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Kurtgöz A, Koç Z. Nursing Students' Spiritual/Religious Coping Strategies Dealing With First Experience of Witnessing Death During Clinical Practices. OMEGA-JOURNAL OF DEATH AND DYING 2023:302228231174803. [PMID: 37116220 DOI: 10.1177/00302228231174803] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/30/2023]
Abstract
This study aims at determining spiritual/religious coping strategies of nursing students dealing with the first experience of witnessing death during clinical practices. One of the qualitative research approaches, a descriptive phenomenological study was designed. The study was carried out with 14 nursing students studying at a state university in Turkey. The students' first experiences of witnessing death were examined by the personal in-depth interviewing method. Data were analyzed using the thematic analysis method. The following five main themes were identified by the analysis: Perception of death; Witnessing death for the first time; Coping with death experience; Needs and recommendations; Impact of spirituality and religion. The obtained findings were presented according to the COREQ criteria. The findings showed that witnessing death for the first time is a difficult experience that affects students in various ways and students prayed and performed their prayers frequently to cope with the death experience.
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Affiliation(s)
- Aslı Kurtgöz
- Sabuncuoglu Serefeddin Health Services Vocational School, Amasya University, Amasya, Turkey
| | - Zeliha Koç
- Health Science Faculty, Ondokuz Mayıs University, Samsun, Turkey
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Yoong SQ, Wang W, Seah ACW, Kumar N, Gan JON, Schmidt LT, Lin Y, Zhang H. Nursing Students’ Experiences With Patient Death and Palliative and End-of-life Care: A Systematic Review and Meta-synthesis. Nurse Educ Pract 2023; 69:103625. [PMID: 37004470 DOI: 10.1016/j.nepr.2023.103625] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Revised: 03/06/2023] [Accepted: 03/20/2023] [Indexed: 03/30/2023]
Abstract
AIM To synthesise the experiences of nursing students encountering patient death and caring for patients under palliative care or at end-of-life and their families in clinical settings BACKGROUND: Nurses are pivotal in caring for dying patients and families. It has been reported that nursing students feel unprepared in caring for dying patients and handling patient death. Understanding their experiences would better inform how palliative care education can be improved and how students can be better supported in clinical settings. DESIGN A qualitative systematic review and meta-synthesis METHODS: PubMed, Embase, CINAHL, PsycINFO, ProQuest and Google Scholar were searched for peer-reviewed articles and theses/dissertations published between 1 January 2012-25 Feb 2023. Qualitative studies of any design reporting nursing students' experiences of patient death, caring for patients under palliative care, at end-of-life, or with time-limiting diseases in clinical settings in English were included. Study quality was evaluated using the Critical Appraisal Skills Programme tool. Data were synthesised using Sandelowski and Barroso's 2-step framework through a meta-summary using thematic analysis, which were then integrated into meta-syntheses using an event timeline. RESULTS The review included 71 studies from 26 countries (n = 1586 nursing students). The meta-summary contained 8 themes and 23 subthemes: (1) Communication experience with patients and families, (2) Satisfaction with care provided to patients and families, (3) Impact of the COVID-19 pandemic on death and dying, (4) Perceptions of death and dying, (5) Impact of death, (6) Nursing education on palliative end-of-life care, (7) Support systems and coping methods, (8) Learning outcomes. The meta-synthesis depicted nursing students' experiences before, during and after encountering dying patients, families and patient death. Suggestions for nursing faculty and clinical staff on how they could equip students with necessary skills and knowledge and support them in clinical settings were also provided. CONCLUSIONS While caring for dying patients and families was beneficial to nursing students' learning and professional development, they encountered many challenges. Governments, clinical and academic nursing leaders must prioritise the integration of palliative care content into the curricula across nursing schools in face of increasing palliative and end-of-life care needs in patients. Nursing schools should ensure that students are adequately prepared by designing culturally and socioeconomically relevant curricula, integrating theoretical and experiential learning and offering students a thorough understanding of palliative and end-of-life care. Clinical staff and nursing instructors should support students emotionally and guide them in patient care.
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Affiliation(s)
- Si Qi Yoong
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Wenru Wang
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Alvin Chuen Wei Seah
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Nivetha Kumar
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Joanne Oon Nee Gan
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; Assisi Hospice, Singapore
| | - Laura Tham Schmidt
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Yanjuan Lin
- Department of Nursing, Fujian Medical University Union Hospital, Fuzhou, China
| | - Hui Zhang
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; St. Andrew's Community Hospital, Singapore
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Conley CE. Student nurses' end-of-life and post mortem care self-efficacy: A descriptive study. NURSE EDUCATION TODAY 2023; 121:105698. [PMID: 36549255 DOI: 10.1016/j.nedt.2022.105698] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/11/2022] [Revised: 12/02/2022] [Accepted: 12/10/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Student nurses providing end-of-life care reported that caring for a person dying created anxiety, fear, and increased stress and reflected low self-efficacy. New nurses felt unprepared academically and emotionally. High self-efficacy is necessary to handle adverse emotional reactions. However, the literature lacks an instrument to evaluate nursing students' self-efficacy in caring for someone who is dying. OBJECTIVE The study aims to investigate the reliability and validity of the "End-of-Life and Postmortem Self-Efficacy Scale" and explore nursing students' self-efficacy associated with the nursing duties and responsibilities of caring for individuals during the active phase of dying and immediately after death. DESIGN The study was a quantitative descriptive, cross-sectional design. PARTICIPANTS National Student Nurses' Association members enrolled in undergraduate registered nurse associate's, bachelor's degree programs, or a nursing diploma program. METHOD National Student Nurses' Association members responded to an electronic survey containing 18 items related to end-of-life and post mortem nursing responsibilities. RESULTS A total of 498 responses were analyzed. Cronbach's alpha (α = 0.938) showed high reliability of the 18 items on the instrument. The Kaiser-Meyer-Olkin was 0.925 and indicated sampling adequacy. Bartlett's test of sphericity was highly significant (p = .001). The nursing students' mean end-of-life and post mortem self-efficacy score was 62 (scale of 0-100). CONCLUSION The "End-of-Life and Postmortem Self-Efficacy Scale" showed high reliability in evaluating the latent concept of end-of-life and post mortem self-efficacy. The low mean self-efficacy score indicated that nursing students might be underprepared to provide EOL and post mortem care as new graduates. Faculty can use the "End-of-Life and Postmortem Self-Efficacy Scale" to assess student readiness and identify gaps in knowledge in the care of someone who is dying. Future research is needed to determine how increasing nursing students' end-of-life and post mortem self-efficacy influences the perception of end-of-life preparedness.
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Affiliation(s)
- Carol E Conley
- Department of Nursing, Cox College, United States of America.
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Wang Y, Huang Y, Zheng R, Yue X, Dong F. Intern nursing students’ perceived barriers to providing end-of-life care for dying cancer patients in a death taboo cultural context: A qualitative study. Asia Pac J Oncol Nurs 2023; 10:100210. [PMID: 37159608 PMCID: PMC10162947 DOI: 10.1016/j.apjon.2023.100210] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2022] [Accepted: 02/15/2023] [Indexed: 02/23/2023] Open
Abstract
Objective Internationally, intern nursing students' experiences with dying patients and death are an area of great concern. However, barriers to providing end-of-life care for dying cancer patients have not been extensively investigated in mainland China, where death remains a taboo issue. Therefore, this study aimed to elucidate intern nursing students' perceived barriers to their performance in providing end-of-life cancer care in the Chinese cultural context. Methods This was a descriptive, qualitative study. Twenty-one intern nursing students from three cancer centers in mainland China were interviewed between January 2021 and June 2022. A thematic analysis method was used to analyze the data. The theory of planned behavior was adopted to design the study and identify themes. Results A range of barriers related to attitudes, subjective norms, and perceived behavioral control that hindered intern nursing students from acquiring abilities to deal with patient dying and death were identified in the Chinese cultural context. Conclusions Chinese intern nursing students encountered many barriers that affected their provision of end-of-life care to dying cancer patients. Strategies to improve their ability to provide appropriate end-of-life care should focus on helping them develop appropriate attitudes toward dying and death and how to overcome subjective norms and behavioral control barriers.
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Bahceli PZ, Donmez AA, Akca NK. Perceived barriers and motivators of undergraduate nursing students in end-of-life care: A qualitative study based on lived experiences. Perspect Psychiatr Care 2022; 58:2687-2696. [PMID: 35538600 DOI: 10.1111/ppc.13109] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/13/2022] [Revised: 04/26/2022] [Accepted: 04/29/2022] [Indexed: 11/29/2022] Open
Abstract
PURPOSE The aim of this study is to determine which barriers and motivators undergraduate nursing students perceived during their experience of providing end-of-life (EoL) care. DESIGN AND METHODS Qualitative phenomenological study leans on focus groups. The study was carried out with Zoom, a Web-based mobile video-conferencing application. Students were recruited from two universities in Turkey. Semistructured focus group interviews were conducted with 28 nursing students. The Heidegger phenomenological approach was adopted in this study. FINDINGS Three thematic categories and nine subcategories were determined. While the students stated that insufficient clinical experience, lack of knowledge, the inadequacy of communication techniques, and the insecurity of patients, relatives, and healthcare teams were barriers in EoL care, they stated they were motivated by witnessing the effect of nursing care on patients, integrating their theoretical knowledge into care, applying different communication techniques, and being positive role models of nurses in clinics. PRACTICE IMPLICATIONS As students were not adequately prepared to cope with clinical practices in EoL care, the nursing core curriculum needs revision in this regard. Providing adequate theoretical and clinical training in EoL care will help nursing students manage their emotions and provide high-quality care to patients and their families.
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Affiliation(s)
- Pinar Z Bahceli
- Nursing Department, Faculty of Health Sciences, Izmir Bakircay University, Izmir, Turkey
| | - Ayse A Donmez
- Internal Medicine Nursing Department, Faculty of Nursing, Hacettepe University, Ankara, Turkey
| | - Nazan K Akca
- Nursing Department, Faculty of Health Sciences, Izmir Bakircay University, Izmir, Turkey
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Reliability and validity of the Chinese version of the Brief Emotion and Regulation Beliefs Scale in Chinese nursing students. BMC Nurs 2022; 21:221. [PMID: 35945531 PMCID: PMC9364589 DOI: 10.1186/s12912-022-00992-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/24/2021] [Accepted: 07/20/2022] [Indexed: 11/25/2022] Open
Abstract
Background Nursing students are experiencing complex learning environments and will experience complex work environments in future clinical work, which lead to emotional problems easily. However, one’s beliefs about controlling their emotions portend a series of vital psychological outcomes. So, it is especially important to search for suitable tools to assess the emotion and regulation beliefs of nursing students and give timely intervention to improve their physical and mental health. This study aimed to translate the American version of the Emotion and Regulation Beliefs Scale (ERBS) into Chinese, revise the original scale and form a simplified version, and assess the reliability and validity of the brief Chinese version in nursing students. Methods The study adopted a cross-sectional design and the multistage sampling design. The ERBS was translated into Chinese, and the reliability and validity of the Chinese version were tested in 980 nursing students. Results The content validity index was 0.920. Exploratory factor analysis supported a three-factor model for the Chinese version of Brief-ERBS, and confirmatory factor analysis indicated that the model fit the Brief-ERBS well. Furthermore, the three-factors model was obtained by using exploratory factor analysis, explaining 51.023% variance, and the communalities of the items ranged from 0.359 to 0.680. With modified confirmatory factor analysis, the fit indices were chi-square/degree of freedom (CMIN/DF) = 4.092, goodness of fit index (GFI) = 0.949, adjusted goodness of fit index (AGFI) = 0.927, comparative fit index (CFI) = 0.913, incremental fit index (IFI) = 0.914, Tucker Lewis index (TLI) = 0.908, root-mean-square error of approximation (RMSEA) = 0.061. The two-tailed independent samples t-test showed the scores of the top (50%) and low (50%) groups reached the level of significance (P < 0.001). A highly positive correlation between the Brief-ERBS total score and the ERBS total score was found (r = 0.972, P < 0.01). The Cronbach’s α coefficient of the scale was 0.798, the split-half reliability coefficient was 0.784, and the retest coefficient was 0.879. Conclusion The Chinese version of Brief-ERBS has good reliability and validity, and may be used for the beliefs about emotional management in Chinese nursing students. Supplementary Information The online version contains supplementary material available at 10.1186/s12912-022-00992-1.
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Xiong W, Zhu A. Psychological experience among internship nurses at different internship stages: A qualitative study. Nurs Open 2022; 10:328-336. [PMID: 35925901 PMCID: PMC9748044 DOI: 10.1002/nop2.1307] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Revised: 05/18/2022] [Accepted: 07/15/2022] [Indexed: 01/04/2023] Open
Abstract
AIM Some studies have found that clinical practice has caused great pressure and negative psychological experience to nursing students. Therefore, this study aimed to identify psychological experience at different internship stages among internship nurses. DESIGN A qualitative study. METHODS In this qualitative study, one-to-one in-depth interviews and mixed data analysis strategies were conducted among internship nurses from May 2018 to February 2019. RESULTS The pressure of the initial stage was operational pressure (80.0%), intermediate stage was nurse-patient communication (50.0%), and last stage was employment pressure (70.6%). Nursing students mainly expected to improve their operational and communication skills, and to acquire clinical experience, thinking ability and frontier knowledge. 62.5% students said ambivalent on "let us practice with being monitored," especially in the last stage (88.2%). Clinical nursing teaching should pay attention to this dynamic experience and their factors and take corresponding measures to improve the quality of internship.
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Affiliation(s)
- Wanhong Xiong
- Clinical Nursing Teaching and Research SectionThe Second Xiangya Hospital of Central South UniversityChangshaChina,Xiangya Nursing School of Central South UniversityChangshaChina
| | - Aiqun Zhu
- Clinical Nursing Teaching and Research SectionThe Second Xiangya Hospital of Central South UniversityChangshaChina,Emergency DepartmentThe Second Xiangya Hospital of Central South UniversityChangshaChina
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Köktürk Dalcali B, Berna Akay. The Relationship Between the Attitudes of Nursing Students Towards Providing Care for a Dying Patient and Their Empathic Tendencies. OMEGA-JOURNAL OF DEATH AND DYING 2022:302228221100900. [PMID: 35575160 DOI: 10.1177/00302228221100900] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study was planned to determine the relationship between the attitudes of nursing students towards death and dying patients and their empathic tendencies. This study was conducted with a descriptive and correlational design. The research was completed with 176 students. Positive significant relationship found between between the FATCOD and ETS scores. It was observed that a 1-point increase in the Empathic Tendency Scale score caused an increase of 0.502 points in the FATCOD score. İt is recommended providing training sessions with simulation applications for nursing students to prepare them for end-of-life care experiences.
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Affiliation(s)
- Berna Köktürk Dalcali
- Department of Nursing, Faculty of Health Sciences, Bandırma Onyedi Eylül University, Bandırma, Turkey
| | - Berna Akay
- Department of Nursing, Faculty of Health Sciences, Bandırma Onyedi Eylül University, Bandırma, Turkey
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Zhou S, Wei L, Hua W, He X, Chen J. A qualitative study of phenomenology of perspectives of student nurses: experience of death in clinical practice. BMC Nurs 2022; 21:74. [PMID: 35351123 PMCID: PMC8966360 DOI: 10.1186/s12912-022-00846-w] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2021] [Accepted: 03/14/2022] [Indexed: 11/18/2022] Open
Abstract
Aim To describe the experiences of student nurses in confronting the death of their patients, and to understand how they cope with these events and to what extent there are unmet needs that can be addressed in their trainings. Methods Semi-structured interview method was used to collect data from Chinese nursing students and then Colaizzi’s seven-step analysis method was applied to identify recurrent themes in their responses to patient deaths. We listened the tape repeatedly combined with observations of their non-verbal behaviors, then transcribed them with emotional resonance, and entered them into Nvivo. After that, we extracted repeated and significant statements from the transcriptions, coded, then clustered codes into sub-themes and themes which were identified by the comparation with transcriptions and re-confirmation with our participants. Results After confirmation from the interviewees, five themes emerged: emotional experience, challenge, growth, coping and support. Supplementary Information The online version contains supplementary material available at 10.1186/s12912-022-00846-w.
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Affiliation(s)
- ShiShuang Zhou
- Department of Nursing Aministration, School of Nursing, Army Medical University, Chongqing, China
| | - LiZhen Wei
- XiangYa Nursing School of Central South University, 172 TongZiPou Rd, Yuelu District, Changsha, Hunan, 410000, China
| | - Wei Hua
- JiangNing Hospital, Nanjing, China
| | - XioaChong He
- Department of Nursing Aministration, School of Nursing, Army Medical University, Chongqing, China.
| | - Jia Chen
- XiangYa Nursing School of Central South University, 172 TongZiPou Rd, Yuelu District, Changsha, Hunan, 410000, China.
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Purimahua DI, Manik M, Manurung EI. Fear of Death between Nursing Students in the Academic and Professional Programs. Open Access Maced J Med Sci 2021. [DOI: 10.3889/oamjms.2021.7825] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
BACKGROUND OF THE STUDY:. Nurses inevitably witness death in their professional practice. These experiences can trigger fear of a patient’s death, fear of their own death or fear of the dying process. A review of literature revealed the absence of studies on dying and feelings towards the dying process particularly fear of death among students in the Indonesian context.
AIM OF THE STUDY: This study explored the levels of fear of death and the differences between students enrolled sophomore academic program and those in the professional program.
METHODOLOGY: This was a quantitative comparative study that utilized a cross-sectional design. Collett-Lester Fear of Death Scale was adapted to measure the fear of death among the respondents by using univariate analysis. Bivariate analysis was also utilized by applying the independent T-test to determine the significance of the difference in the data results. All 50 professional students were included in the study while simple random sampling was done to select 50 students enrolled in the academic program.
RESULTS: The level of fear of death among the sophomore students was moderate to high, while those in the professional program was moderate. Furthermore, the T-test revealed a p-value of 0.010 indicating a significant difference in the level of fear of death among sophomore academic program students compared to students in the professional program.
CONCLUSION: There is a significant difference in the level of fear of death between sophomore nursing students in the academic program compared to those in the professional nursing program.
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Case RD, Judie E, Kurszewski T, Brodie W, Bethel P. Are we teaching health science students in the United States what they need to know about death and dying coping strategies? JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2021; 18:29. [PMID: 34775695 PMCID: PMC8616726 DOI: 10.3352/jeehp.2021.18.29] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/17/2021] [Accepted: 11/02/2021] [Indexed: 06/13/2023]
Abstract
PURPOSE This investigation aimed to answer the following questions: are health science students provided with death and dying education before attending clinical rotations, and if so, do the students receiving this type of education perceive it as effective? METHODS In this descriptive cross-sectional survey, 96 Midwestern State University health science students were surveyed to determine the percentage of students who had received death and dying education before clinical rotations, as well as the students’ perception of educational effectiveness for those who had received end-of-life training. A self-report questionnaire presented nursing, radiologic sciences, and respiratory care students with a series of questions pertaining to the education they had received concerning the death and dying process of patients. RESULTS Of the 93 students who had already started their clinical rotations, 55 stated they had not received death and dying education before starting clinical courses. Of the 38 who had received death and dying education, only 17 students believed the training was effective. CONCLUSION It is imperative that health science educational programs implement death and dying education and training into the curriculum, and that criteria for evaluating effectiveness be an essential part of death and dying education and training in order to ensure effectiveness.
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Affiliation(s)
- Randy D. Case
- Department of Respiratory Care, Midwestern State University, Wichita Falls, TX, USA
| | - Erica Judie
- Department of Respiratory Care, Midwestern State University, Wichita Falls, TX, USA
| | - Tammy Kurszewski
- Department of Respiratory Care, Midwestern State University, Wichita Falls, TX, USA
| | - Wenica Brodie
- Department of Respiratory Therapy, Children’s Medical Center Dallas, Dallas, TX, USA
| | - Pollyann Bethel
- Department of Respiratory Therapy, Tallahassee Memorial Healthcare, Tallahassee, FL, USA
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Martínez-Sabater A, Chover-Sierra P, Chover-Sierra E. Spanish Nurses' Knowledge about Palliative Care. A National Online Survey. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182111227. [PMID: 34769747 PMCID: PMC8583050 DOI: 10.3390/ijerph182111227] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/03/2021] [Revised: 10/17/2021] [Accepted: 10/22/2021] [Indexed: 11/16/2022]
Abstract
(1) Background: Nurses can find people with advanced diseases or in their last days of life during their professional careers and in many different care settings. For this reason, they need to have at least a basic level of palliative care education since they are the professional cohort treating these patients in a very close way. This research aims to determine the level of knowledge in palliative care of Spanish nurses and establish any possible difference based on their experience and training in palliative care. (2) Methods: A cross-sectional design using survey methods (distributed an online questionnaire) aimed at Spanish registered nurses. A validated questionnaire (PCQN-SV) was used to determine the level of knowledge in palliative care; information on some variables to characterize the population was also collected (experience and education in palliative care, years of professional experience, academic level, and others). Uni and bivariate descriptive analyses were performed. A binary logistic regression model was also developed to identify those variables that influenced obtaining results higher than the population’s average. (3) Results: Spanish nurses have a medium–low level of knowledge in palliative care, higher in those who have previous experience or education in this area. Statistically significant differences were also found according to the area in which their caring activity was developed. (4) Conclusions: It is necessary to implement strategies for the basic training of nursing professionals in palliative care to offer quality care to people in advanced stages of illnesses or at the end of their lives.
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Affiliation(s)
- Antonio Martínez-Sabater
- Nursing Department, University of Valencia, 46010 Valencia, Spain; (A.M.-S.); (P.C.-S.)
- Nursing Care and Education Research Group (GRIECE), GIUV2019-456, Faculty of Nursing and Podiatrics, University of Valencia, 46010 Valencia, Spain
- Grupo Investigación en Cuidados (INCLIVA), Hospital Clinico Universitario de Valencia, 46010 Valencia, Spain
- Hospital Clinico Universitario de Valencia, 46010 Valencia, Spain
| | - Pilar Chover-Sierra
- Nursing Department, University of Valencia, 46010 Valencia, Spain; (A.M.-S.); (P.C.-S.)
| | - Elena Chover-Sierra
- Nursing Department, University of Valencia, 46010 Valencia, Spain; (A.M.-S.); (P.C.-S.)
- Nursing Care and Education Research Group (GRIECE), GIUV2019-456, Faculty of Nursing and Podiatrics, University of Valencia, 46010 Valencia, Spain
- Internal Medicine Department, Consorcio Hospital General Universitario de Valencia, 46014 Valencia, Spain
- Correspondence:
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Mastroianni C, Marchetti A, D'Angelo D, Artico M, Giannarelli D, Magna E, Motta PC, Piredda M, Casale G, De Marinis MG. Italian nursing students' attitudes towards care of the dying patient: A multi-center descriptive study. NURSE EDUCATION TODAY 2021; 104:104991. [PMID: 34139582 DOI: 10.1016/j.nedt.2021.104991] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/26/2020] [Revised: 05/01/2021] [Accepted: 05/24/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND International literature reports that nursing students feel unprepared when facing patients and families within dying care. They consider their curricula inadequate in teaching end-of-life care and promoting the attitudes required to care for dying patients. Findings of recent studies exploring nursing students' attitudes towards care of the dying patient are often contradictory. OBJECTIVES To explore Italian nursing students' attitudes towards caring for dying patients. DESIGN A multicenter cross-sectional study was conducted. SETTINGS The Bachelor's Degree in Nursing courses of four Universities of the Lazio Region. PARTICIPANTS The sample included 1193 students. METHODS Data were collected between September 2017 and March 2018 using the Italian version of FATCOD-B-I. The differences between the mean scores were compared through t-test or ANOVA. Associations between scores and participant characteristics were evaluated through generalized linear regression. RESULTS The mean score of FATCOD-B-I was 115.3 (SD = 9.1). Higher scores were significantly associated with training in palliative care (p < 0.0001) and experience with terminally ill patients (p < 0.0001). Students manifested more negative attitudes when they perceived patients losing hope of recovering, and patient's family members interfering with health professionals' work. Uncertainties emerged around knowledge of opioid drugs, decision-making, concepts of death and dying, management of mourning, and relational aspects of patient care. CONCLUSIONS Italian nursing students seem to have more positive attitudes towards care of dying patients than most other countries. They believe that caring for a terminal patient is a formative, useful experience but they do not feel adequately prepared in practice. Deeper palliative care education, integrated with practical training, would prepare students better, enabling them to discover their own human and professional capacity to relieve suffering.
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Affiliation(s)
- Chiara Mastroianni
- Antea Foundation Palliative Care Center, Piazza di Santa Maria della Pietà, 5, 00135 Rome, Italy.
| | - Anna Marchetti
- Research Unit of Nursing Science, Campus Bio-Medico di Roma University, Via Alvaro del Portillo 21, 00128, Rome, Italy.
| | - Daniela D'Angelo
- Centro Eccellenza Clinica, Qualità e Sicurezza delle Cure, Istituto Superiore di Sanità, Viale Regina Elena, 299, 0016 Rome, Italy.
| | - Marco Artico
- Department of Palliative Care and Pain Therapy Unit, Azienda ULSS n. 4 Veneto Orientale, Piazza Alcide de Gasperi, 5, 30027 San Donà di Piave, Italy
| | - Diana Giannarelli
- Clinical Trial Center, Biostatistics and Bioinformatics Unit, National Cancer Institute Regina Elena IRCCS, Via Elio Chianesi, 53, 00144 Rome, Italy.
| | - Elisa Magna
- Department of Biomedicine and Prevention, Tor Vergata University, Viale Montpellier 1, 00133 Rome, Italy.
| | - Paolo Carlo Motta
- Department of Medical and Surgical Specialties, Radiological Science and Public Health, University of Brescia, Piazza del Mercato, 15, 25121 Brescia, Italy.
| | - Michela Piredda
- Research Unit of Nursing Science, Campus Bio-Medico di Roma University, Via Alvaro del Portillo 21, Rome, Italy..
| | - Giuseppe Casale
- Antea Foundation Palliative Care Center, Piazza di Santa Maria della Pietà, 5, 00135 Rome, Italy.
| | - Maria Grazia De Marinis
- Research Unit of Nursing Science, Campus Bio-Medico di Roma University, Via Alvaro del Portillo 21, Rome, Italy..
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Undergraduate nursing students' transformative learning through disorientating dilemmas associated with end-of-life care simulation: A narrative inquiry study. Nurse Educ Pract 2021; 55:103174. [PMID: 34428723 DOI: 10.1016/j.nepr.2021.103174] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2021] [Revised: 07/20/2021] [Accepted: 08/09/2021] [Indexed: 11/22/2022]
Abstract
BACKGROUND Despite attempts, there remains a theory practice gap for undergraduate nursing students transitioning to clinical practice on graduation, especially for specialty areas of clinical practice, such as palliative care, where there are limited opportunities to gain specialty knowledge and skills. As a result, undergraduate nursing students largely feel unprepared for end-of-life care in clinical practice. End-of-life care simulation is gaining momentum for helping prepare students to undertake this important care. However, little is known of whether end-of-life care simulation is a transformative learning strategy that can be transferred to clinical practice. AIM The aim of this paper is to report on undergraduate nursing students transformative learning through end-of-life care simulation. DESIGN A qualitative research design using narrative inquiry was used with data collected through semi-structured interviews and analysed using Clandinin and Connelly's three dimensions of narrative inquiry. METHODS Eighteen 3rd year undergraduate nursing students enrolled in a compulsory palliative care unit, at an Australian university participated in an immersive end-of-life care simulation. Data were collected through semi-structured interviews and analysed using Clandinin and Connelly's three dimensions of narrative inquiry. RESULTS This study revealed that transformative learning occurred through three disorientating dilemmas of: caring for a dying patient; approaching difficult conversations; and witnessing death for the first time. Knowledge of palliative care and clinical skills were also found to be transferred to clinical practice. CONCLUSIONS End-of-life care simulation can be an effective method of promoting transformative learning and can help to reduce the gap from nursing theory to clinical practice.
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Carvajal A, Aradilla-Herrero A, Edo-Gual M, García-Rueda N, Arantzamendi M. Innovative teaching strategies in palliative care: Reading of a phenomenological text on the experience of living with advanced cancer. NURSE EDUCATION TODAY 2021; 101:104879. [PMID: 33798985 DOI: 10.1016/j.nedt.2021.104879] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/18/2020] [Revised: 03/05/2021] [Accepted: 03/16/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Pedagogical strategies in palliative care are diverse and mainly aimed to understand patients with advanced disease and improving their care. Phenomenological texts are stories intended to evoke lived experiences and help understand complex situations. AIM To determine what thoughts, experiences and feelings nursing students have when reading a phenomenological text about the experience of a person living with advanced cancer. DESIGN AND METHOD A descriptive qualitative study with palliative care students of the nursing degree at two university centres. The students reflected on a phenomenological text. A thematic analysis of the 14 reflections was performed. The reflections were analysed inductively and independently, and periodic sessions were held to discuss the identified categories and topics. RESULTS The students' writings showed that reading the phenomenological text caused them to reflect and feel moved and challenged. The impact on the students is grouped into three categories: the experience of the corporeality of patients with advanced disease makes students aware of the importance of the body; the disease as an individual transformative process challenges students; and the experiences of people with advanced cancer make students aware of the importance of how they care for patients and their families. CONCLUSION The reading of a phenomenological text on the experience of living with advanced cancer may be a teaching method that can generate experiences that promote reflective and experiential learning in nursing students. It seems to be a useful tool for teaching in subjects focusing on person-centred care.
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Affiliation(s)
- Ana Carvajal
- School of Nursing, University of Navarra, Pamplona, Navarra, Spain; IdiSNA, Instituto de Investigación Sanitaria de Navarra, Pamplona, Navarra, Spain.
| | | | | | - Noelia García-Rueda
- Complejo Hospitalario de Navarra. Servicio de oncología radioterápica. Pamplona, Navarra, Spain.
| | - María Arantzamendi
- IdiSNA, Instituto de Investigación Sanitaria de Navarra, Pamplona, Navarra, Spain; Universidad de Navarra. Instituto Cultura y Sociedad, ATLANTES, Pamplona, Navarra, Spain.
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Gillan PC, Jeong S, van der Riet P. Embodied good deaths and disembodied bad deaths: Undergraduate nursing students narratives of experience. NURSE EDUCATION TODAY 2021; 97:104674. [PMID: 33264738 DOI: 10.1016/j.nedt.2020.104674] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2020] [Revised: 10/28/2020] [Accepted: 11/17/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND The concept of "good and bad deaths" has been widely addressed in the literature. However, little is known of undergraduate nursing students' experiences with death in clinical practice or how they perceive good and bad deaths. OBJECTIVE To explore undergraduate nursing students' personal and professional/clinical experiences of death and dying. DESIGN A qualitative narrative inquiry design. SETTING AND PARTICIPANTS Eighteen third year Bachelor of Nursing students participated in the study. METHODS Data was collected through individual participant interviews and analysed using Clandinin and Connelly's three dimensions of narrative inquiry (temporality, sociality and place). RESULTS A key finding of the study revealed that students' death experiences are shaped by the role of others, especially experienced nurses in clinical practice. Embodied good death experiences were influenced by the presence of nurses who guided students through the experience. Disembodied bad death experiences were influenced by undignified care, ritualistic post-mortem care and the physical coldness of the deceased and the environment. CONCLUSION Nursing students need meaningful preparation to undertake end of life care in clinical practice, including post-mortem care and the possibility of bad deaths. End of life care education and end of life care simulation play a role in preparing students for end of life care in clinical practice. End of life care education needs to be commenced early in the undergraduate degree. Furthermore, nursing clinicians need to be aware of the impact that they have in shaping good and bad death experiences for undergraduate nursing students, the Registered Nurses of the future.
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Gorchs-Font N, Ramon-Aribau A, Yildirim M, Kroll T, Larkin PJ, Subirana-Casacuberta M. Nursing students' first experience of death: Identifying mechanisms for practice learning. A realist review. NURSE EDUCATION TODAY 2021; 96:104637. [PMID: 33181484 DOI: 10.1016/j.nedt.2020.104637] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/30/2019] [Revised: 10/01/2020] [Accepted: 10/13/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVES Many studies regarding nursing student's first experience of facing the death of a patient have focused on classroom methods or exploring attitudes towards death and related fears or anxieties. This review is the first to identify the mechanisms that facilitate practice learning as a result of students' first time experience of handling a patient's death. DESIGN A realist review as a form of a systematic review of the literature. DATA SOURCES The literature search focused on the earliest death experience of baccalaureate nursing students and end-of-life care, using databases MEDLINE, CINAHL, SCOPUS, ERIC, PSYCINFO. REVIEW METHODS Three research questions were addressed following a five-step process of (1) defining the scope of review and developing a theoretical framework, (2) conducting a theory-driven purposive search for evidence, (3) appraising evidence and extracting data, (4) synthesizing data and drawing conclusions, and (5) disseminating findings; with iterative expert consultation and discussion to answer the five questions of any realist review: 'what works, for whom, in what circumstances, how and why'. RESULTS Thirteen publications were included. Practice learning involves both changes and context improvements to be assessed and discussed by managers, leaders, nurse educators-facilitators and students. The environment and nursing role models are an inherent part of practice learning. Further work is needed to theorize the twelve key outcomes laid out in this review. These proposals require further consensus and the inclusion of inputs from both students and nurses. CONCLUSION The student nurse receives contradictory messages during the first experience of facing the death of a patient under their care. Considering the importance of this experience, specific indicators should be developed to track and guarantee and the optimal achievement of required competencies.
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Affiliation(s)
- Núria Gorchs-Font
- Research group on Methodology, Methods, Models and Outcomes of Health and Social Sciences (M(3)O), Faculty of Health Sciences and Welfare, Centre for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVIC-UCC), C. Sagrada Família, 7, 08500 Vic, Spain
| | - Anna Ramon-Aribau
- Research group on Methodology, Methods, Models and Outcomes of Health and Social Sciences (M(3)O), Faculty of Health Sciences and Welfare, Centre for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVIC-UCC), C. Sagrada Família, 7, 08500 Vic, Spain.
| | - Meltem Yildirim
- Research group on Methodology, Methods, Models and Outcomes of Health and Social Sciences (M(3)O), Faculty of Health Sciences and Welfare, Centre for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVIC-UCC), C. Sagrada Família, 7, 08500 Vic, Spain
| | - Thilo Kroll
- University College of Dublin, School of Nursing, Midwifery and Health Systems, Dublin, Ireland
| | - Philip J Larkin
- Lausanne University Hospital and University of Lausanne, Switzerland
| | - Mireia Subirana-Casacuberta
- Research group on Methodology, Methods, Models and Outcomes of Health and Social Sciences (M(3)O), Faculty of Health Sciences and Welfare, Centre for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVIC-UCC), C. Sagrada Família, 7, 08500 Vic, Spain; Nursing Department, Parc Taulí Hospital Universitari, Institut d'Investigació i Innovació Parc Taulí I3PT, Universitat Autònoma de Barcelona, Sabadell, Spain
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Gocmen Baykara Z, Keles S, Demir Karabulut S, Gul S, Eren H, Durmus Iskender M, Yildiz A, Kavas MV, Yalim NY. The effect of professional education on medical and nursing students' attitudes toward death. DEATH STUDIES 2020; 46:1728-1740. [PMID: 33287666 DOI: 10.1080/07481187.2020.1850546] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
This qualitative study aims to reveal the effect of professional education on medical and nursing students' attitudes toward death. The study was carried out with nursing and medical students (N = 197). Research data was collected through semi-structured interview questions and 23 focus group interviews. The data was assessed using thematic analysis method. The themes were evaluated within the context of perception of death, ethical dilemmas, and, death education. To achieve professional competency in attitudes toward death, it is imperative to form a common educational curriculum and practice that would help students develop a mutual language and value system about death.
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Affiliation(s)
| | - Sukru Keles
- Department of Medical Ethics and History, Karadeniz Technical University, Trabzon, Turkey
| | | | - Senay Gul
- Fundamentals of Nursing Department, Hacettepe University, Ankara, Turkey
| | - Handan Eren
- Department of Nursing, Yalova University, Yalova, Turkey
| | | | - Abdullah Yildiz
- Department of Medical Ethics and History, Ankara University, Ankara, Turkey
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Chover-Sierra E, Martínez-Sabater A. Analysis of Spanish nursing students' knowledge in palliative care. An online survey in five colleges. Nurse Educ Pract 2020; 49:102903. [PMID: 33086138 DOI: 10.1016/j.nepr.2020.102903] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2018] [Revised: 09/11/2020] [Accepted: 10/06/2020] [Indexed: 11/28/2022]
Abstract
Along their professional career, nurses can find patients who require palliative care (PC). It is necessary to have at least a basic education in this area, that should be acquired during their university education. The objective of this descriptive online-survey set in five nursing Colleges was to analyze Spanish nursing students' knowledge in PC, offering an image of the status of education in PC. 619 students took an online questionnaire with the Spanish version of the Palliative Care Quiz for Nurses (PCQN-SV), which also collected information about their education in the field of PC. Univariate and bivariate analyses were performed, and a predictive binary logistic regression model was developed. Students obtained an average 45.65% of right answers in PCQN-SV, with differences related to the college and academic year in which they were enrolled and to their education in PC. In the regression model having theoretical education in PC (OR = 1.70) and academic year (OR = 1.35) showed to be both predictors of getting a result in PCQN-SV over 45% of correct answers. This study showed that Spanish nursing students have a medium-low level of knowledge in PC, and it also supports the need to develop a common framework for nurses' education in PC.
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Affiliation(s)
- Elena Chover-Sierra
- Nursing Department, University of Valencia, Jaume Roig, s/n, 46010, Valencia, Spain; Consorcio Hospital General Universitario, Av. Tres Cruces, 2, 46014, Valencia, Spain.
| | - Antonio Martínez-Sabater
- Nursing Department, University of Valencia, Jaume Roig, s/n, 46010, Valencia, Spain; Hospital Clínico Universitario, Av. Blasco Ibañez, 17, 46010, Valencia, Spain.
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Gül Ş, Demir Karabulut S, Eren H, Durmuş İskender M, Göçmen Baykara Z, Keles Ş, Yıldız A, Yalim NY. Nursing Students' Experiences With Death and Terminal Patients During Clinical Education. OMEGA-JOURNAL OF DEATH AND DYING 2020; 85:628-649. [PMID: 32838653 DOI: 10.1177/0030222820950510] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Abstract
The aim of this study is to explore nursing students' experiences with death and terminal patients during clinical education. A secondary analysis of qualitative data that were collected through 11 focus group interviews with nursing students was performed. Data obtained from the interviews were analyzed using thematic analysis. There were a total of 9 themes across 3 contexts. Data were grouped under the following themes: feelings experienced when encountering death for the first time, reactions to the first encounter with death, factors affecting the reactions to death, involvement in terminal patient care, being informed about the physical process that terminal patients are going through, students' approach toward terminal patients and their relatives, health professionals' approach toward terminal/dying patients/their relatives, changes in the ideas about death, and changes in the ideas about terminal/dying patients. The study shows a lack of guidance on the part of teachers who also avoid patients and families who are considered terminally ill.
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Affiliation(s)
- Şenay Gül
- Fundamentals of Nursing Department, Faculty of Nursing, Hacettepe University, Ankara, Turkey
| | - Seyhan Demir Karabulut
- Department of Medical Ethics and History, Faculty of Medicine, Baskent University, Ankara, Turkey
| | - Handan Eren
- Department of Nursing, Health Sciences Faculty, Yalova University, Yalova, Turkey
| | | | | | - Şükrü Keles
- Department of Medical Ethics and History, Faculty of Medicine, Karadeniz Technical University, Trabzon, Turkey
| | - Abdullah Yıldız
- Department of Medical Ethics and History, Faculty of Medicine, Ankara University, Ankara, Turkey
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The influence of humanised anatomical pedagogy on psychophysiological responses and academic achievement in nursing students. J Prof Nurs 2020; 36:245-250. [PMID: 32819551 DOI: 10.1016/j.profnurs.2019.11.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2019] [Revised: 11/09/2019] [Accepted: 11/18/2019] [Indexed: 11/22/2022]
Abstract
Anatomy, a fundamental subject in nursing education, provides students with knowledge of human structure and function. The study was to explore the influence of humanised anatomy educational method on nursing students' psychophysiological responses and academic achievement to human anatomy using cadavers, and to examine the correlations between the students' characteristics (such as gender), psychophysiological responses, and academic achievement in anatomy. A correlational study design was adopted. A total of 80 participants with a 4-year BSN degree were recruited from a nursing school located in eastern Taiwan. Human anatomy teaching using cadavers was delivered. Standardised and researcher-modified questionnaires were used to collect data. Either parametric or nonparametric methods were used for data analysis depending on data distribution. A small proportion of students experienced physical symptoms and stress. Gender difference was observed in death anxiety caused by working with cadavers. All psychophysiological responses of students did not influence their achievement. Further, the students demonstrated that using cadavers had a certain level of engagement with the course, which was positively correlated with academic grades. This study suggests that human anatomy using cadavers is a feasible educational method to broaden students learning experience in class.
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Jones K, Draper J, Davies A. Nurses' early and ongoing encounters with the dying and the dead: a scoping review of the international literature. Int J Palliat Nurs 2020; 26:310-324. [PMID: 32841080 DOI: 10.12968/ijpn.2020.26.6.310] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
BACKGROUND End-of-life care is high on policy and political agendas in the UK and internationally. Nurses are at the forefront of this, caring for dying patients, 'managing' the dead body, and dealing with the corporeal, emotional and relational dimensions of death. Little is known about nurses' prior or early professional experiences of and reactions to death, dying and the corpse and how these might influence practice. AIMS To appraise the international literature on nurses' early experiences of death, dying and the dead body, to better understand how these might influence subsequent practice, and how this might inform our teaching of death, dying and last offices. METHODS A scoping review was undertaken of peer-reviewed publications between, 2000 and 2019, which included nurses working in hospital, care homes and the community. Medline, PubMed, PsychINFO and CINAHL databases were searched and 23 papers meeting the inclusion criteria were read. Arksey and O'Malley's (2005) five-stage approach was adopted to scope the relevant international literature, using where relevant the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. Selected papers were independently reviewed and subjected to thematic analysis, leading to the generation of five overarching themes. RESULTS The five themes were: different philosophies of care; relationships; knowledge; impact of death; and giving care. The studies came from diverse geographical locations across different settings and were primarily qualitative in design. CONCLUSIONS Students and registered nurses are impacted both positively and negatively by their early encounters with death and dying. Good communication with patients, families and between professionals, understanding of what constitutes a 'good' death, and high-quality mentorship and support were of particular importance.
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Affiliation(s)
- Kerry Jones
- Lecturer in End-of-life Care, The Open University, Milton Keynes, UK
| | - Jan Draper
- Professor of Nursing, The Open University, Milton Keynes, UK
| | - Alison Davies
- Postdoctoral Research Associate, The Open University, Milton Keynes, UK
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Abajas-Bustillo R, Amo-Setién F, Aparicio M, Ruiz-Pellón N, Fernández-Peña R, Silio-García T, Leal-Costa C, Ortego-Mate C. Using High-Fidelity Simulation to Introduce Communication Skills about End-of-Life to Novice Nursing Students. Healthcare (Basel) 2020; 8:healthcare8030238. [PMID: 32751157 PMCID: PMC7551064 DOI: 10.3390/healthcare8030238] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Revised: 07/20/2020] [Accepted: 07/23/2020] [Indexed: 11/16/2022] Open
Abstract
Background: High-fidelity simulation is being considered as a suitable environment for imparting the skills needed to deal with end-of-life (EOL) situations. The objective was to evaluate an EOL simulation project that introduced communication skills to nursing students who had not yet begun their training in real healthcare environments. Methods: A sequential approach was used. The "questionnaire for the evaluation of the end-of-life project" was employed. Results: A total of 130 students participated. Increasing the time spent in high-fidelity simulation significantly favored the exploration of feelings and fears regarding EOL (t = -2.37, p = 0.019), encouraged dialogue (t = -2.23, p = 0.028) and increased the acquisition of communication skills (t = -2.32, p = 0.022). Conclusions: High-fidelity simulation promotes communication skills related to EOL in novice nursing students.
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Affiliation(s)
- Rebeca Abajas-Bustillo
- Faculty of Nursing, University of Cantabria, 39008 Santander, Spain; (R.A.-B.); (M.A.); (N.R.-P.); (R.F.-P.); (T.S.-G.); (C.O.-M.)
| | - Francisco Amo-Setién
- Faculty of Nursing, University of Cantabria, 39008 Santander, Spain; (R.A.-B.); (M.A.); (N.R.-P.); (R.F.-P.); (T.S.-G.); (C.O.-M.)
- Correspondence: ; Tel.: +34-942-206-759
| | - Mar Aparicio
- Faculty of Nursing, University of Cantabria, 39008 Santander, Spain; (R.A.-B.); (M.A.); (N.R.-P.); (R.F.-P.); (T.S.-G.); (C.O.-M.)
| | - Noelia Ruiz-Pellón
- Faculty of Nursing, University of Cantabria, 39008 Santander, Spain; (R.A.-B.); (M.A.); (N.R.-P.); (R.F.-P.); (T.S.-G.); (C.O.-M.)
| | - Rosario Fernández-Peña
- Faculty of Nursing, University of Cantabria, 39008 Santander, Spain; (R.A.-B.); (M.A.); (N.R.-P.); (R.F.-P.); (T.S.-G.); (C.O.-M.)
| | - Tamara Silio-García
- Faculty of Nursing, University of Cantabria, 39008 Santander, Spain; (R.A.-B.); (M.A.); (N.R.-P.); (R.F.-P.); (T.S.-G.); (C.O.-M.)
| | | | - Carmen Ortego-Mate
- Faculty of Nursing, University of Cantabria, 39008 Santander, Spain; (R.A.-B.); (M.A.); (N.R.-P.); (R.F.-P.); (T.S.-G.); (C.O.-M.)
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Dobrowolska B, Zec A, Tosoratti J, Machul M, Pokorná A, Nascimento C, Ferrão S, Ziakova K, Solgajova A, Rybarova L, Achil I, Palese A. Night shifts as a learning experience among nursing students across Europe: Findings from a cross-sectional survey. NURSE EDUCATION TODAY 2020; 90:104441. [PMID: 32416320 DOI: 10.1016/j.nedt.2020.104441] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2019] [Revised: 03/03/2020] [Accepted: 04/14/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Organising clinical placements during nights has been reported as an additional opportunity to introduce students to the whole picture of their future responsibilities. However, studies in this field are still lacking. OBJECTIVES To describe and compare (a) the night shift experience of nursing students across Europe, (b) the patient-related problems that they face during night shifts, (c) the night care activities nursing students are called to perform, and (d) the perceived effects of night shift work on learning outcomes. DESIGN A cross-sectional study, 2016. SETTINGS Five European countries: Czech Republic, Italy, Poland, Portugal, and Slovakia. PARTICIPANTS Nursing students from nine Bachelor of Nursing Science degree programmes attending night shifts during their study period and who were willing to participate were included. A total of 907 out of 1347 (67.3%) eligible students participated. METHODS Questionnaire based on the available literature, translated into five languages. RESULTS The duration of the night shift was from an average of 9.8 (CI 95% 9.6-10.0) in Italy to 11.9 (CI 95% 11.7-12.0) in the Czech Republic. Students faced mainly patients' pain without statistical differences across countries (at the overall level, 717 out of 907; 79%; p = .318). However, significant differences in the tasks performed during nights emerged: Polish students reported being more involved in performing basic nursing care (72; 93.5%) as compared to other countries (e.g., Portuguese students 337; 84.9%), (p = .02). Overall, an average of 28.9% of the night shift time was reported to be free of commitments, with higher values among Polish (38%, CI 95% 33.6-42.3) and Slovakian students (33.4%, CI 95% 30.6-36.3) and lower values among Czech Republic students (20.4%, CI 95% 17.6-23.2) (p .001). Boredom and satisfaction were reported as the main feelings during night shifts, with significant differences (p .001) across countries. Students reported significant different effects (p .001) of night shifts on their understanding of a nurse's role (from 5.2 out of 10 in Poland to 6.5 in the Czech Republic), on the understanding of the continuity of nursing care (from 5.2 in Poland to 6.7 in Italy), and on having a relationship with the clinical mentors (from 2.7 and 4.2 in Poland and the Czech Republic, respectively, to 6.9 in Italy). CONCLUSIONS Night shifts can be both a valuable and a non-valuable learning experience, suggesting the need to carefully plan and assess their effectiveness at the unit level.
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Affiliation(s)
- Beata Dobrowolska
- Department of Development in Nursing, Faculty of Health Sciences, Medical University of Lublin, Staszica Street 4-6, 20-081 Lublin, Poland.
| | - Aleksandra Zec
- Department of Medical Sciences, University of Udine, Viale Ungheria, 20, 33100 Udine, Italy.
| | - Jessica Tosoratti
- Department of Medical Sciences, University of Udine, Viale Ungheria, 20, 33100 Udine, Italy.
| | - Michał Machul
- Department of Development in Nursing, Faculty of Health Sciences, Medical University of Lublin, Staszica Street 4-6, 20-081 Lublin, Poland.
| | - Andrea Pokorná
- Department of Nursing and Midwifery, Faculty of Medicine, Masaryk University Kamenice 3, Brno, Czech Republic.
| | - Carla Nascimento
- Escola Superior de Enfermagem de Lisboa, Avenida Prof Egas Moniz, 1600-190 Lisboa, Portugal.
| | - Sónia Ferrão
- Escola Superior de Enfermagem de Lisboa, Avenida Prof Egas Moniz, 1600-190 Lisboa, Portugal.
| | - Katarina Ziakova
- Department of Nursing, Medical Faculty of Jessenius in Martin, Comenius University in Bratislava, Mala Hora 5, 03601 Martin, Slovakia.
| | - Andrea Solgajova
- Department of Nursing, Faculty of Social Sciences and Health Care, Constantine the Philosopher University in Nitra, Kraskova 1, 94974 Nitra, Slovakia.
| | - Lubica Rybarova
- Department of Midwifery, Faculty of Health Care, University of Prešov, Partizanska 1, 08001 Prešov, Slovakia.
| | - Illarj Achil
- Department of Medical Sciences, University of Udine, Viale Ungheria, 20, 33100 Udine, Italy.
| | - Alvisa Palese
- Department of Medical Sciences, University of Udine, Viale Ungheria, 20, 33100 Udine, Italy.
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Puente‐Fernández D, Lozano‐Romero MM, Montoya‐Juárez R, Martí‐García C, Campos‐Calderón C, Hueso‐Montoro C. Nursing Professionals’ Attitudes, Strategies, and Care Practices Towards Death: A Systematic Review of Qualitative Studies. J Nurs Scholarsh 2020; 52:301-310. [DOI: 10.1111/jnu.12550] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/12/2020] [Indexed: 12/21/2022]
Affiliation(s)
- Daniel Puente‐Fernández
- PhD Student, Doctoral Programme in Clinical Medicine and Public Health University of Granada Granada Spain
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Martí-García C, Ruiz-Martín L, Fernández-Alcántara M, Montoya-Juárez R, Hueso-Montoro C, García-Caro MP. Content analysis of the effects of palliative care learning on the perception by nursing students of dying and dignified death. NURSE EDUCATION TODAY 2020; 88:104388. [PMID: 32182492 DOI: 10.1016/j.nedt.2020.104388] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/11/2019] [Revised: 01/23/2020] [Accepted: 03/02/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND Providing care for dying people and the death of patients are stressing situations faced by nursing students during their clinical practice. Learning about palliative care improves the management of emotions and the ability to cope when caring for patients in end-of-life processes. However, there is little knowledge on the effect of this learning on the students' perceptions of their own death. OBJECTIVES To determine the effect of a palliative care course on the thoughts of nursing students about their own death. DESIGN A qualitative, descriptive, and comparative study was conducted based on content analysis, administering an open-ended questionnaire on dying and death at the start and end of a palliative care course. PARTICIPANTS The study included 85 volunteers studying Palliative Care in the second year of their Nursing Degree at the University of Granada (Spain). RESULTS Students described their perceptions in more detail after the course, with more numerous code citations, and their post-course responses evidenced a reduction in anxiety about their own death and an increased recognition of the need to respect the decisions of patients for a dignified death. CONCLUSIONS Palliative care learning modifies the perception by nursing students of their own death and their understanding of a dignified death, which may enhance the care they deliver to patients at the end of life.
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Affiliation(s)
- Celia Martí-García
- Department of Nursing, Faculty of Health Sciences, University of Malaga, C/Arquitecto Francisco Peñalosa, 3, 29071 Malaga, Spain.
| | - Laura Ruiz-Martín
- d'Inca Regional Hospital, Carretera Vella de Llubí, S/N, 07300 Inca, Spain
| | - Manuel Fernández-Alcántara
- Department of Health Psychology, Faculty of Health Sciences, Social Science Department Building, University of Alicante, Ctra, San Vicente, s/n, 03690 Alicante, Spain.
| | - Rafael Montoya-Juárez
- Department of Nursing, Faculty of Health Sciences, University of Granada, Avda. de la Ilustración, n° 60, 18016 Granada, Spain.
| | - César Hueso-Montoro
- Department of Nursing, Faculty of Health Sciences, University of Granada, Avda. de la Ilustración, n° 60, 18016 Granada, Spain.
| | - María Paz García-Caro
- Department of Nursing, Faculty of Health Sciences, University of Granada, Avda. de la Ilustración, n° 60, 18016 Granada, Spain.
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Goncalves SA. Death and Dying and Postmortem Care: Essential Addition to Senior Skills Day. J Nurs Educ 2020; 59:60. [DOI: 10.3928/01484834-20191223-17] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Dobrowolska B, Mazur E, Pilewska-Kozak A, Dońka K, Kosicka B, Palese A. Predicted difficulties, educational needs, and interest in working in end of life care among nursing and medical students. NURSE EDUCATION TODAY 2019; 83:104194. [PMID: 31493620 DOI: 10.1016/j.nedt.2019.08.012] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/16/2019] [Revised: 07/05/2019] [Accepted: 08/15/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND The need to provide care for the dying patient and his/her family may occur in every medical setting. Newly graduated nurses and physicians should therefore be prepared to deliver it at a high-quality level. OBJECTIVES To explore (a) the primary difficulties participants anticipate they will encounter whilst working with dying patients, (b) their interest in developing competencies in caring for dying patients, and (c) their interest in working in palliative/hospice settings or with dying patients in the future. DESIGN A cross-sectional study. SETTINGS A medical university in Poland. PARTICIPANTS Convenience sample of nursing (=112) and medical students (=101) at the end of their undergraduate education. METHODS Questionnaire distributed online and in hard-copy format. RESULTS Half of the participants anticipated experiencing various emotional and professional difficulties in caring for dying individuals, especially medical students. These difficulties pertained mostly the reaction of family members to the patient's death, addressing the psychological needs of the dying person, and coping with his/her own emotions when dealing with the patient's death. Students reported that working with dying patients could cause occupational stress - more so among medical students. The majority of them showed an interest in improving knowledge regarding palliative care and also in this case this was mostly true of medical rather than nursing students. However, more than half of the participants preferred avoiding work in palliative/hospice settings, with no differences between the two groups. Participants attributed this attitude to two factors: (a) the desire to avoid negative emotions and stress that could be triggered by dealing with death and dying; and (b) because they felt they lacked the required skills and personal abilities to handle such situations. CONCLUSIONS Undergraduate curricula that include strategies for coping with negative emotions associated with facing the process of death and dying should be developed. Interprofessional education should be encouraged, especially regarding the psychosocial aspects of end-of-life care.
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Affiliation(s)
- Beata Dobrowolska
- Department of Development in Nursing, Faculty of Health Sciences, Medical University of Lublin, Staszica Street 4-6, 20-081 Lublin, Poland.
| | - Ewelina Mazur
- Department of Infectious Diseases for Children in the Jan Boży Hospital in Lublin, Biernackiego Street 9, 20-089 Lublin, Poland
| | - Anna Pilewska-Kozak
- Chair and Department of Gynaecology and Gynaecological Endocrinology, The Faculty of Health Sciences, Medical University of Lublin, Staszica Street 4-6, 20-081 Lublin, Poland.
| | - Katarzyna Dońka
- Chair and Department of Paediatric Nursing, The Faculty of Health Sciences, Medical University of Lublin, Staszica Street 4-6, 20-081 Lublin, Poland.
| | - Bogumiła Kosicka
- Chair and Department of Management in Nursing, The Faculty of Health Sciences, Medical University of Lublin, Staszica Street 4-6, 20-081 Lublin, Poland.
| | - Alvisa Palese
- School of Nursing, Department of Medical Sciences, University of Udine, Viale Ungheria, 20, 33100 Udine, Italy.
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Shi H, Shan B, Zheng J, Peng W, Zhang Y, Zhou X, Miao X, Hu X. Knowledge and attitudes toward end-of-life care among community health care providers and its influencing factors in China: A cross-sectional study. Medicine (Baltimore) 2019; 98:e17683. [PMID: 31702621 PMCID: PMC6855584 DOI: 10.1097/md.0000000000017683] [Citation(s) in RCA: 26] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/05/2023] Open
Abstract
A majority of nurses struggled with a negative emotion of anger, doubt, fear, or anxious, uncomfortable in the face of death and dying. However, little was known about community health care providers' in China. Therefore, we conducted a study to investigate their knowledge and attitudes toward end-of-life care and analyze its influencing factors. To provide reference for developing effective strategies to promote end-of-life care in China.A total of 132 community health care providers of 10 community health care centers in Changzhi city were investigated by a Questionnaire of Knowledge and Attitudes toward Caring for the Dying from May, 2017 to December, 2017, and data was analyzed by SPSS 22.0 software.Of the 132 community health care providers who were under investigation, 70 knew about hospice care, but they rated their overall content on end-of-life care as inadequacy, especially in communication skills and knowledge of pain management. The average score of attitudes was 3.47 (SD = 0.44), the lowest score was in the subscale of nurse-patient communication, which was 2.91 (SD = 0.65). Health care providers who had worked for more than 11 years, who had experiences of the death of relatives or friends, and who had previous experiences of caring for terminal patients had more positive attitudes toward caring for the dying (P < .05 for all). There was a significant relationship between community health care providers' attitudes toward death and their attitudes toward end-of-life care (r = -0.282, P < .01). The significant predictors of attitudes toward end-of-life care were attitudes toward death (β = -0.342), experiences of the death of relatives (β=-0.207), experiences of caring for the dying (β = 0.185), and working experience (β = 0.171).Community health care providers had positive attitudes toward end-of-life care, but they lacked systematic and professional knowledge and skills of caring for the terminal patients. Education is the top priority. It is imperative to set up palliative care courses and life-death education courses, establish an indigenous end-of-life care model, and improve policies, systems, and laws to promote end-of-life care.
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Affiliation(s)
- Hongrui Shi
- West China School of Nursing/West China Hospital, Sichuan University, Chengdu
| | | | | | - Wei Peng
- Department of Palliative Medicine, West China Fourth University Hospital of Sichuan University, Chengdu
| | | | - Xue Zhou
- Fenyang College of Shanxi Medical University, Fenyang
| | - Xiaohui Miao
- West China School of Nursing/West China Hospital
| | - Xiuying Hu
- Innovation Center of Nursing Research, West China School of Medicine/West China Hospital, Sichuan University, Chengdu, China
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Weurlander M, Lönn A, Seeberger A, Hult H, Thornberg R, Wernerson A. Emotional challenges of medical students generate feelings of uncertainty. MEDICAL EDUCATION 2019; 53:1037-1048. [PMID: 31509285 PMCID: PMC6771719 DOI: 10.1111/medu.13934] [Citation(s) in RCA: 31] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/25/2018] [Revised: 12/21/2018] [Accepted: 06/10/2019] [Indexed: 05/22/2023]
Abstract
OBJECTIVES Health care students face many situations during their education that might be emotionally challenging. Students are confronted with illness, suffering, death, patient treatment dilemmas, and witnessing unprofessional behaviour on the part of health care professionals. Few studies have focused on what these experiences lead to in relation to the process of becoming a professional. The purpose of the study was to explore medical students' main concerns relating to emotionally challenging situations during their medical education. METHODS A constructivist grounded theory approach was used to explore and analyse medical students' experiences. Data were gathered by means of focus group interviews, including two interviews in the middle and two interviews at the end of the students' undergraduate programme. A total of 14 medical students participated. RESULTS Students' main concerns relating to emotionally challenging situations were feelings of uncertainty. These feelings of uncertainty concerned: (i) insufficient knowledge and skills; (ii) the struggle to manage emotions in patient encounters; (iii) perceived negative culture and values amongst health care professionals and in the health care system, and (iv) lacking a self-evident position on the health care team. The first two aspects relate to uncertainties concerning their own capabilities and the other two aspects relate to uncertainties regarding the detached medical culture and the unclear expectations of them as students in the health care team. CONCLUSIONS In the process of becoming a physician, students develop their professional identity in constant negotiation with their own perceptions, values and norms and what they experience in the local clinical context in which they participate during workplace education. The two dimensions that students have to resolve during this process concern the questions: Do I have what it takes? Do I want to belong to this medical culture? Until these struggles are resolved, students are likely to experience worry about their future professional role.
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Affiliation(s)
- Maria Weurlander
- Department of Learning in Engineering SciencesSchool of Industrial Engineering and Management (ITM)KTH Royal Institute of TechnologyStockholmSweden
- Department of Clinical Science, Intervention and Technology (CLINTEC)Division of Renal MedicineKarolinska InstitutetStockholmSweden
| | - Annalena Lönn
- Department of Clinical Science, Intervention and Technology (CLINTEC)Division of Renal MedicineKarolinska InstitutetStockholmSweden
| | - Astrid Seeberger
- Department of Clinical Science, Intervention and Technology (CLINTEC)Division of Renal MedicineKarolinska InstitutetStockholmSweden
| | - Håkan Hult
- Department of Clinical Science, Intervention and Technology (CLINTEC)Division of Renal MedicineKarolinska InstitutetStockholmSweden
| | - Robert Thornberg
- Department of Behavioural Sciences and LearningLinköping UniversityLinköpingSweden
| | - Annika Wernerson
- Department of Clinical Science, Intervention and Technology (CLINTEC)Division of Renal MedicineKarolinska InstitutetStockholmSweden
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Nunes S, Harder N. Debriefing and Palliative Care Simulation. J Nurs Educ 2019; 58:569-576. [DOI: 10.3928/01484834-20190923-03] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2019] [Accepted: 07/17/2019] [Indexed: 11/20/2022]
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Kim J. Nursing students' relationships among resilience, life satisfaction, psychological well-being, and attitude to death. KOREAN JOURNAL OF MEDICAL EDUCATION 2019; 31:251-260. [PMID: 31455054 PMCID: PMC6715896 DOI: 10.3946/kjme.2019.135] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2019] [Revised: 05/19/2019] [Accepted: 07/12/2019] [Indexed: 05/21/2023]
Abstract
PURPOSE This study attempted to examine the influence of resilience, life satisfaction, and psychological well-being on attitude to death. METHODS A predictive correlational design was used. The participants were 184 nursing students from three universities of Korea. They responded to a self-report questionnaire, with items on demographics, resilience, life satisfaction, psychological well-being, and attitude to death. RESULTS The mean score for attitude to death was 2.77±0.39 (range, 1-4), and a significant difference was observed depending on age, grade, and death-related education. Attitude to death was positively correlated with death-related education, resilience, life satisfaction, and psychological well-being. Results of the hierarchical multiple regression analysis indicated that death-related education and psychological well-being were significant predictors of attitude to death, explaining 26.6% of the latter. The most important factor was psychological well-being. CONCLUSION Although death-related education and psychological well-being are two of the most influential factors among nursing students, no more than 30.4% of this study's participants received death-related education. Death-related education is necessary to help nursing students so that they can cope positively with stressful situations by finding positive meaning. It is necessary to develop a systematic curriculum so that these students can establish a positive attitude to death.
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Affiliation(s)
- Jihyun Kim
- Department of Nursing, Daejeon University, Daejeon, Korea
- Corresponding Author: Jihyun Kim (https://orcid.org/0000-0001-9417-6282) Department of Nursing, Daejeon University, 62 Daehak-ro, Dong-gu, Daejeon 34520, Korea Tel: +82.42.280.4651 Fax: +82.42.280.2785
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Dimoula M, Kotronoulas G, Katsaragakis S, Christou M, Sgourou S, Patiraki E. Undergraduate nursing students' knowledge about palliative care and attitudes towards end-of-life care: A three-cohort, cross-sectional survey. NURSE EDUCATION TODAY 2019; 74:7-14. [PMID: 30554033 DOI: 10.1016/j.nedt.2018.11.025] [Citation(s) in RCA: 72] [Impact Index Per Article: 14.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/28/2018] [Revised: 10/29/2018] [Accepted: 11/25/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND Ensuring adequate knowledge about palliative care and positive attitudes towards death and dying are crucial educational aspects when preparing undergraduate nursing students to respond effectively to the complexities of care for people affected by a progressive, life-limiting illness. In undergraduate nursing education in Greece, the level of students' attained knowledge and developed attitudes towards palliative and end-of-life care remain unknown. PURPOSE To investigate undergraduate nursing students' knowledge about palliative care and attitudes towards death and end-of-life care, and explore demographic and academic factors as potential moderators of student knowledge and attitudes. METHODS We conducted a descriptive, cross-sectional, questionnaire-based survey. We recruited 2nd, 3rd and 4th year undergraduate nursing students from the country's two University Faculties. Participants completed a demographic form, the Palliative Care Quiz for Nursing (PCQN), and the Frommelt Attitudes Towards Care of the Dying (FATCOD) questionnaire. RESULTS The final sample was 529 students (response rate = 87.6%). Mean total PCQN scores revealed low levels of knowledge. Knowledge about pain/symptom management and psychosocial/spiritual care was insufficient. Mean total FATCOD scores indicated positive, liberal and supportive attitudes towards end-of-life care, with 60% of respondents keen to care for a dying person and their family. We noted less positive attitudes mainly in relation to student comfort with the care of a dying person and his/her imminent death. Academic parameters (year of study) and student demographic characteristics (older age) were the most significant moderators of both knowledge and attitudes. Greater knowledge about palliative care was a relatively weak, yet significant, predictor of more liberal attitudes towards care of the dying. CONCLUSION Our findings suggest that structured courses in palliative care can be a core part of undergraduate nursing education. Specific attention could be given to such areas patient-health professional communication, misconceptions and biases towards death and dying, and comfort in caring for the dying in order to prepare student nurses to psychologically deal with the sensitive and challenging process of death and dying.
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Affiliation(s)
- Maria Dimoula
- National and Kapodistrian University of Athens, Athens, Greece.
| | | | | | - Maria Christou
- National and Kapodistrian University of Athens, Athens, Greece
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Gurdogan EP, Kınıcı E, Aksoy B. The relationship between death anxiety and attitudes toward the care of dying patient in nursing students. PSYCHOL HEALTH MED 2019; 24:843-852. [DOI: 10.1080/13548506.2019.1576914] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Eylem Pasli Gurdogan
- Department of Nursing, Trakya University Faculty of Health Sciences, Edirne, Turkey
| | - Ezgi Kınıcı
- Department of Nursing, Trakya University Faculty of Health Sciences, Edirne, Turkey
| | - Berna Aksoy
- Department of Nursing, Trakya University Faculty of Health Sciences, Edirne, Turkey
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Lian Z, Skytt B, Li C, Engström M. Nursing students’ reflections on caring for end-of-life patients in a youth volunteer association. Nurse Educ Pract 2019; 34:204-209. [DOI: 10.1016/j.nepr.2018.12.006] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2017] [Revised: 12/07/2018] [Accepted: 12/28/2018] [Indexed: 11/25/2022]
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Zuleta-Benjumea A, Muñoz SM, Vélez MC, Krikorian A. Level of knowledge, emotional impact and perception about the role of nursing professionals concerning palliative sedation. J Clin Nurs 2018; 27:3968-3978. [DOI: 10.1111/jocn.14582] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2018] [Revised: 06/08/2018] [Accepted: 06/16/2018] [Indexed: 11/29/2022]
Affiliation(s)
- Andrea Zuleta-Benjumea
- Group of Pain and Palliative Care; School of Health Sciences; Universidad Pontificia Bolivariana; Medellin Colombia
- Clínica el Rosario; Medellín Colombia
| | - Silvia M Muñoz
- Group of Pain and Palliative Care; School of Health Sciences; Universidad Pontificia Bolivariana; Medellin Colombia
- Pain Relief and Palliative Care Unit; Hospital Universitario de San Vicente Fundación; Medellin Colombia
| | - Maria C Vélez
- Group of Pain and Palliative Care; School of Health Sciences; Universidad Pontificia Bolivariana; Medellin Colombia
| | - Alicia Krikorian
- Group of Pain and Palliative Care; School of Health Sciences; Universidad Pontificia Bolivariana; Medellin Colombia
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Ranse K, Ranse J, Pelkowitz M. Third-year nursing students' lived experience of caring for the dying: a hermeneutic phenomenological approach. Contemp Nurse 2018; 54:160-170. [PMID: 29669455 DOI: 10.1080/10376178.2018.1461572] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
BACKGROUND In preparation for practice as a Registered Nurse, it is essential that students are equipped to care for the dying patient and their family. AIM To explore nursing students' lived experience of caring for a dying patient and their family. DESIGN Hermeneutic phenomenology. METHODS Students who had cared for a dying patient in their final year of study were invited to participate in an interview. Participants' narratives (n = 6) were thematically analysed. FINDINGS Analysis revealed three themes: being caring, unexpectedness in witnessing an expected death and experiencing loss. Students demonstrated family-centred care but recounted unexpectedness in both the dying trajectory and physical changes in the dying patient. When reflecting on experiencing loss, students questioned their own actions, acknowledged the value of relationships and identified ways to cope. CONCLUSIONS Engaging students in the care of dying patients and providing appropriate preparation/support can influence their experience and the care they provide in the future.
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Affiliation(s)
- Kristen Ranse
- a School of Nursing & Midwifery, Gold Coast Campus , Griffith University , Southport , Queensland , Australia.,b School of Nursing & Midwifery, Faculty of Health , University of Canberra , Canberra , Australia
| | - Jamie Ranse
- a School of Nursing & Midwifery, Gold Coast Campus , Griffith University , Southport , Queensland , Australia.,c Department of Emergency Medicine , Gold Coast Hospital and Health Services , Southport , Queensland , Australia
| | - Mikayla Pelkowitz
- b School of Nursing & Midwifery, Faculty of Health , University of Canberra , Canberra , Australia
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Weurlander M, Lönn A, Seeberger A, Broberger E, Hult H, Wernerson A. How do medical and nursing students experience emotional challenges during clinical placements? INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2018; 9:74-82. [PMID: 29587248 PMCID: PMC5952306 DOI: 10.5116/ijme.5a88.1f80] [Citation(s) in RCA: 37] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/04/2017] [Accepted: 02/17/2018] [Indexed: 05/13/2023]
Abstract
OBJECTIVES To investigate which kinds of situations medical and nursing students found emotionally challenging during their undergraduate education, and how they managed their experiences. METHODS This study used an exploratory research design. We gathered qualitative data using an open-ended questionnaire distributed to students in the middle and at the end of their education. In total, 49 nursing and 65 medical students participated. Also, five students were interviewed individually to acquire richer data. Data were analysed using narrative thematic analysis. RESULTS Medical and nursing students experienced a range of situations during their undergraduate education that they found emotionally challenging, mainly during clinical placements. The students' narratives concerned confronting patients' illness and death, unprofessional behaviour among healthcare professionals, dilemmas regarding patient treatment, students relating to patients as individuals and not diagnoses, and using patients for their own learning. The narratives concerned both the formal and the hidden curriculum, i.e., what is included in the profession (confronting illness and death), and what is not (unprofessional behaviour among healthcare professionals). Students managed their experiences by talking to trusted peers or supervisors, and by getting used to these situations. CONCLUSIONS Despite the different knowledge, experiences, and conditions for medical and nursing students, our findings suggest that their experiences of emotional challenges are similar. Support and opportunities to talk about these experiences are important. Teachers, supervisors, and students need to be aware that students might experience emotionally difficult situations, and that the students need time for reflection and support.
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Affiliation(s)
- Maria Weurlander
- Department of Learning, School of Education and Communication in Engineering Science (ECE), KTH Royal Institute of Technology, Stockholm, Sweden
| | - Annalena Lönn
- Department of Clinical Science, Intervention and Technology (CLINTEC), Division of Renal Medicine, Karolinska Institutet, Stockholm, Sweden
| | - Astrid Seeberger
- Department of Clinical Science, Intervention and Technology (CLINTEC), Division of Renal Medicine, Karolinska Institutet, Stockholm, Sweden
| | - Eva Broberger
- Department of Neurobiology, Care Sciences and Society (NVS), Division of Nursing, Karolinska Institutet, Stockholm, Sweden
| | - Håkan Hult
- Department of Clinical Science, Intervention and Technology (CLINTEC), Division of Renal Medicine, Karolinska Institutet, Stockholm, Sweden
| | - Annika Wernerson
- Department of Clinical Science, Intervention and Technology (CLINTEC), Division of Renal Medicine, Karolinska Institutet, Stockholm, Sweden
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Participation of clinical nurses in the practical education of undergraduate nursing students. ENFERMERIA CLINICA 2017; 28:171-178. [PMID: 29241599 DOI: 10.1016/j.enfcli.2017.11.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2016] [Revised: 10/31/2017] [Accepted: 11/09/2017] [Indexed: 11/24/2022]
Abstract
OBJECTIVE To evaluate the level of participation of clinical nurses from Castellón where Universitat JaumeI nursing students do their clinical clerkship. To identify the variables that may influence clinical nurses' participation in students' clinical mentorship. METHOD This observational, cross-sectional and descriptive study was conducted by applying the validated Involvement, Motivation, Satisfaction, Obstacles and Commitment (IMSOC) questionnaire. The variables collected were: age, work environment and previous training. The study was conducted between January and December 2014. RESULTS The sample included 117 nurses. The overall mean questionnaire score was 122.838 (standard deviation: ±18.692; interquartile range 95%: 119.415-126.26). The variable "previous training for mentorship students" was statistically significant in the overall score and for all dimensions (P<.05). Primary care nurses obtained better scores in the dimension Implication than professionals working at other care levels. CONCLUSIONS The level of participation of the clinical nurses from Castellón is adequate. The previous training that professionals receive for mentoring students improves both their level of participation and primary care level. Extending this research to other national and international environments is recommended.
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Nunes ECDA, Santos ADA. Challenges of nursing teaching-learning to care for human dying - professors' perceptions. ESCOLA ANNA NERY 2017. [DOI: 10.1590/2177-9465-ean-2017-0091] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract The objective of this study was to investigate professors' perceptions about their experiences in the teaching-learning process of nursing care in relation to dying. This is a descriptive-exploratory, qualitative research, delimited by data saturation, was carried out with 11 nursing professors from three higher education institutions. Data collection involved the drawing-text theme technique and a semi-structured interview. Analysis used the technique of collective subject discourse. The results identified three categories: How I would like to take care in the context of finitude - my challenge; Challenging fragilities in the teaching of nurses in the context of care concerned with death and dying; Strategies to compensate or promote more substantial nurse training related to care in finitude. We conclude that the graduation of the nurses studied did not satisfactorily develop the necessary skills and abilities to deal with human death and dying. This study infers the need of permanent education to support transformations in this area.
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Edo-Gual M, Tomás-Sábado J, Gómez-Benito J, Monforte-Royo C, Aradilla-Herrero A. Spanish Adaptation of the Frommelt Attitude Toward Care of the Dying Scale (FATCOD-S) in Nursing Undergraduates. OMEGA-JOURNAL OF DEATH AND DYING 2017; 78:120-142. [DOI: 10.1177/0030222816688294] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The Frommelt Attitude Toward Care of the Dying Scale (FATCOD) is designed to assess the attitudes of professionals and trainees toward caring for the dying patient and their family members. In this study the main aim is to adapt the FATCOD to a Spanish context (FATCOD-S). In addition, the relations between FATCOD-S, sociodemographic variables, emotional intelligence, and death attitudes have been analyzed. A sample of 669 Spanish nursing students from four Universities responded to a questionnaire. The exploratory factor analysis (EFA) concludes a structure composed of two significant factors. A confirmatory factor analysis (CFA) was carried out. The CFA supported a two-factor model. Students with past experience of death and those who had received training in palliative care scored significantly higher on both factors of the FATCOD-S ( p < 0.01). The FATCOD-S is an effective and valid tool for measuring the attitudes of Spanish nursing students toward caring for patients at the end of life.
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Affiliation(s)
- Montserrat Edo-Gual
- Escuela Universitaria de Enfermería Gimbernat, Universidad Autónoma de Barcelona, Sant Cugat del Vallès, Spain
| | - Joaquín Tomás-Sábado
- Escuela Universitaria de Enfermería Gimbernat, Universidad Autónoma de Barcelona, Sant Cugat del Vallès, Spain
| | - Juana Gómez-Benito
- Department of Behavioral Sciences Methods, Faculty of Psychology, Universidad de Barcelona, Spain
- Institute for Brain, Cognition and Behavior (IR3C), Universidad de Barcelona, Spain
| | - Cristina Monforte-Royo
- Department of Nursing, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallès, Barcelona, Spain
- WeCare Chair: End-of-life Care, Universitat Internacional de Catalunya, Sant Cugat del Vallès, Barcelona, Spain
| | - Amor Aradilla-Herrero
- Escuela Universitaria de Enfermería Gimbernat, Universidad Autónoma de Barcelona, Sant Cugat del Vallès, Spain
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