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Chung AM, Hawthorne A. Death and dying in pharmacy learners: A critical review. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:102137. [PMID: 38955062 DOI: 10.1016/j.cptl.2024.102137] [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: 04/05/2024] [Revised: 06/03/2024] [Accepted: 06/19/2024] [Indexed: 07/04/2024]
Abstract
PURPOSE This review article is the first comprehensive evaluation of the available literature surrounding the education of death and dying in pharmacy schools. The purpose of this review was to describe the available literature and methods utilized regarding the emotional preparation for patient death in pharmacy education. PROCEDURES Searches were performed in three pharmacy databases to identify articles that contained descriptions of activities related to death and dying education in pharmacy curriculums. FINDINGS Eleven journal articles were reviewed, detailing activities in pharmacy education including simulations, didactic sessions, and an innovative "death over dessert" model. Evaluation methods varied, with surveys being most common, followed by reflection. Didactic courses demonstrated increased empathy and knowledge, while simulations compared to case-based activities improved skills, knowledge, and comfort levels with providing end-of-life care. Simulations often involved interprofessional groups, with third-year pharmacy students most evaluated. CONCLUSION Pharmacy students were mainly exposed to death and dying scenarios through didactic courses or simulations, with limited longitudinal exposure. Research suggests that students may lack preparation for handling death-related situations, leading to trauma and dysfunction. While existing studies focus on outward effects like empathy, internal factors such as coping methods receive less attention. Unlike nursing and medicine literature, pharmacy education lacks comprehensive coverage of coping and emotional support strategies for death and dying scenarios. Additional focus should be placed on intentional incorporation of these topics into pharmacy curriculums.
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Affiliation(s)
- Allison M Chung
- Auburn University Harrison College of Pharmacy, 650 Clinic Dr. Suite 2100, Mobile, AL 36688, United States of America.
| | - Ashley Hawthorne
- Auburn University Harrison College of Pharmacy, 650 Clinic Dr. Suite 2100, Mobile, AL 36688, United States of America.
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Kukimoto Y, Maeda K, Yasui N, Nakamura M. Impact of Palliative and End of Life Care Interprofessional Education for Pre-licensure Healthcare Students: An Integrated Review. Am J Hosp Palliat Care 2023; 40:202-215. [PMID: 35711094 DOI: 10.1177/10499091221108344] [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: 01/19/2023] Open
Abstract
An accelerating aging society and rise in serious illnesses has led to an increase in deaths and made the demand for palliative care even greater. An integrated review was conducted to identify the impact of interprofessional education (IPE) on palliative/end of life (EOL) care for unlicensed health care students with a multidisciplinary approach. The databases searched included MEDLINE, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Education Resources Information Center (ERIC), PsycINFO, and the Cochrane Library's CENTRAL. Fifteen studies were included. Participants' disciplines included medicine, nursing, pharmacy, physical therapy, occupational therapy, social work, chaplain, public health and psychology. Nine were pre-post design and others were post course evaluations. One research study was an interventional trial with a comparative group. The selected studies included a variety of teaching strategies such as simulation or role play, clinical experience, case study, and TOSCE training. The importance of an interprofessional approach to palliative/EOL care has been highlighted, and our review suggests that combined IPE and palliative/EOL interventions can potentially impact palliative/EOL patient outcomes. More studies are needed to clarify the effectiveness of interprofessional palliative/EOL educational interventions including facilitators, learning outcomes, variable methods or teaching strategy, and the level of students.
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Affiliation(s)
- Yukiko Kukimoto
- School of Nursing, 97810Morinomiya University of Medical Sciences, Osaka, Japan
| | - Kaou Maeda
- School of Physical Therapy, 97810Morinomiya University of Medical Sciences, Osaka, Japan
| | - Nagisa Yasui
- School of Nursing, 97810Morinomiya University of Medical Sciences, Osaka, Japan
| | - Megumi Nakamura
- School of Occupational Therapy, 97810Morinomiya University of Medical Sciences, Osaka, Japan
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Li H, Gu H, Chi C, Jiang H, Zhou Y, Jia W, Liu Q. End-of-Life Communication Skills Training for Undergraduate Nursing Students to Address Cultural Obstacles in China. J Hosp Palliat Nurs 2023; 25:E14-E23. [PMID: 36622314 DOI: 10.1097/njh.0000000000000920] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Nurses face many difficulties and challenges related to how patients and their families deal with communication about end-of-life (EOL) care in China because of the strong influence of traditional Chinese culture. Moreover, education and training opportunities in EOL communication skills for nursing students are rare in mainland China. This study designed a progressive case involving a common EOL communication dilemma related to traditional Chinese culture and trained 50 undergraduate nursing students in EOL communication skills. A quasi-experimental design was used to compare the training outcomes of nursing students who were divided into a standardized patient simulation group and a role-playing group. The role-playing group (23 participants) was trained via group case discussion and role-playing among classmates, while the standardized patient simulation group (27 participants) completed EOL communication training by interacting with standardized patients and their families in a high-fidelity simulation. Attitudes toward death, self-confidence in EOL communication, and communication learning were evaluated in both groups during preintervention and postintervention. The results showed that all 3 variables improved after the intervention. This study shows that EOL communication skills training has a positive effect on nursing students to a certain extent.
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Impact of a Transformed Curriculum on Knowledge and Attitudes Using EOL Simulation. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.06.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Sikora A, Murray B. Addressing Matters of Life and Death in the Pharmacy Curriculum. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2022; 86:8636. [PMID: 34301571 PMCID: PMC10159494 DOI: 10.5688/ajpe8636] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/11/2021] [Accepted: 06/20/2021] [Indexed: 05/06/2023]
Affiliation(s)
- Andrea Sikora
- University of Georgia, College of Pharmacy, Augusta, Georgia
- Augusta University Medical Center, Augusta, Georgia
| | - Brian Murray
- University of North Carolina Medical Center, Chapel Hill, North Carolina
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Mahan RJ, Bailey TA. "Death Over Dessert" - A conversation with pharmacy students about what really matters in the end. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:235-239. [PMID: 35190167 DOI: 10.1016/j.cptl.2021.11.017] [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: 12/01/2020] [Revised: 11/19/2021] [Accepted: 11/28/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND AND PURPOSE Pharmacists will encounter the death of patients and loved ones throughout their career. Though this is a part of our profession as health care providers, many pharmacy students express discomfort and even fear of discussing death and dying with their patients. "Death Over Dessert" has been developed as a loosely structured discussion held during a required geriatrics advanced pharmacy practice experience (APPE). EDUCATIONAL ACTIVITY AND SETTING: "Death Over Dessert: uses principles of "Death Over Dinner," a free online program, "Where I Stand" scales from The Conversation Project, and a series of written reflection questions for after the activity. The discussion is led by two faculty members and ranges from two to six APPE students per offering. A mixed-methods approach was used to assess participant responses to reflection questions. FINDINGS Of the 19 participants, all (n = 19, 100%) found the activity to be beneficial despite many mentioning the topic can be uncomfortable. There were five overall themes identified that broached personal and professional views: significance of end-of-life discussion with family, important aspects of personal wishes at end-of-life, the definition of living, approaches to end-of-life discussion, and the role of end-of-life in the pharmacy curriculum. SUMMARY "Death Over Dessert" is a new teaching modality for faculty and preceptors to consider using in their classrooms or rotation activities.
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Affiliation(s)
- Rebecca J Mahan
- Texas Tech University Health Sciences Center, Jerry H Hodge School of Pharmacy, 1718 Pine St, Abilene, TX 79601, United States.
| | - Trista Askins Bailey
- Texas Tech University Health Sciences Center, Jerry H Hodge School of Pharmacy, 1718 Pine St, Abilene, TX 79601, United States.
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Escribano S, Cabañero-Martínez MJ, Fernández-Alcántara M, García-Sanjuán S, Montoya-Juárez R, Juliá-Sanchis R. Efficacy of a Standardised Patient Simulation Programme for Chronicity and End-of-Life Care Training in Undergraduate Nursing Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182111673. [PMID: 34770187 PMCID: PMC8583232 DOI: 10.3390/ijerph182111673] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/22/2021] [Revised: 10/28/2021] [Accepted: 11/04/2021] [Indexed: 11/16/2022]
Abstract
BACKGROUND Standardised patient simulations seem to be useful for improving the communication skills of health sciences students. However, it is important to define the effectiveness of these types of interventions in complex scenarios linked to disease chronicity and end-of-life contexts. METHODS A quasi-experimental study with pre- and post-intervention measures was carried out in a single group. A total of 161 nursing students completed different assessment instruments to measure their attitudes towards communication (Attitude Toward Communication Scale), self-efficacy (Self-Efficacy of Communication Skills, SE-12), and communication skills (Health Professionals Communication Skills Scale, EHC-PS) before and after simulation training with standardised patients. The objective of the program was to train students in non-technical skills for complex situations involving chronicity and end-of-life care. It comprised eight sessions lasting 2.5 h each. RESULTS The results showed notable baseline gender differences in attitudes towards communication and in the informative communication dimension, with women obtaining higher scores. The participants' self-efficacy and communication skills significantly improved after completing the intervention, with no significant differences being found for the attitudes towards communication variable. CONCLUSION The standardised patient simulation programme for complex scenarios related to chronicity and end-of-life contexts improved communication self-efficacy and communication skills in these nursing students. In future work it will be important to analyse the influence of gender and attitudes towards communication as variables in the learning of communication skills in nursing students.
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Affiliation(s)
- Silvia Escribano
- Department of Nursing, Faculty of Health Sciences, Institute for Health and Biomedical Research (ISABIAL), University of Alicante, 03690 San Vicente del Raspeig, Spain; (S.E.); (S.G.-S.); (R.J.-S.)
| | - María José Cabañero-Martínez
- Department of Nursing, Faculty of Health Sciences, Institute for Health and Biomedical Research (ISABIAL), University of Alicante, 03690 San Vicente del Raspeig, Spain; (S.E.); (S.G.-S.); (R.J.-S.)
- Correspondence:
| | - Manuel Fernández-Alcántara
- Department of Health Psychology, Faculty of Health Sciences, University of Alicante, 03690 San Vicente del Raspeig, Spain;
| | - Sofía García-Sanjuán
- Department of Nursing, Faculty of Health Sciences, Institute for Health and Biomedical Research (ISABIAL), University of Alicante, 03690 San Vicente del Raspeig, Spain; (S.E.); (S.G.-S.); (R.J.-S.)
| | - Rafael Montoya-Juárez
- Department of Nursing, Faculty of Health Sciences, University of Granada, 18016 Granada, Spain;
| | - Rocío Juliá-Sanchis
- Department of Nursing, Faculty of Health Sciences, Institute for Health and Biomedical Research (ISABIAL), University of Alicante, 03690 San Vicente del Raspeig, Spain; (S.E.); (S.G.-S.); (R.J.-S.)
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Pruskowski JA, Patel R, Nguyen K, Scolese C, Klein-Fedyshin M, Brazeau G. A Systematic Review of Palliative Care Content in the Doctor of Pharmacy Curriculum. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8468. [PMID: 34315708 PMCID: PMC8341234 DOI: 10.5688/ajpe8468] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2020] [Accepted: 02/05/2021] [Indexed: 06/13/2023]
Abstract
Objective. To describe the methods of teaching and evaluating palliative care experiences for pharmacy students.Findings. A literature search retrieved 971 reports, from which 26 studies met all of study criteria. Educational interventions concerning palliative care included didactic courses, flipped classrooms, advanced pharmacy practice experiences (APPEs), workshops, and seminars. Total direct hours of education in palliative care ranged from 1-200. Seven (27%) focused experiences were reported as required, while nine (35%) were reported as elective. The majority (n=14, 54%) of studies measured pharmacy students' confidence, attitudes, or perceptions as the main outcome, and of those most studies reported an improvement. Five (19%) studies reported on interprofessional experiences in palliative care conducted in the United States, and four (15%) studies reported on similar experiences conducted outside the United States. When reported, most experiences were developed for students to complete prior to beginning their APPE year. All of the included studies used a non-randomized design.Summary. This review suggests a palliative care experience for pharmacy students should be interprofessional, occur during the year prior to APPEs, and measure skills-based outcomes.
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Affiliation(s)
- Jennifer A Pruskowski
- University of Pittsburgh, School of Medicine, Pittsburgh, Pennsylvania
- University of Pittsburgh, School of Pharmacy, Pittsburgh, Pennsylvania
| | - Ravi Patel
- University of Pittsburgh, School of Pharmacy, Pittsburgh, Pennsylvania
| | - Kristine Nguyen
- University of Pittsburgh, School of Pharmacy, Pittsburgh, Pennsylvania
| | - CeJae Scolese
- University of Pittsburgh, School of Pharmacy, Pittsburgh, Pennsylvania
| | | | - Gayle Brazeau
- Marshall University, School of Pharmacy, Huntington, West Virginia
- Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
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Thomas S, Calderon B, Ackerman C, Moote R. End of life simulation to improve interprofessional competencies: A mixed methods study. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:423-428. [PMID: 33715806 DOI: 10.1016/j.cptl.2020.11.017] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/06/2020] [Revised: 10/24/2020] [Accepted: 11/24/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND The Accreditation Council for Pharmacy Education "Standards 2016" require that pharmacy student education include training in the management of patients "across the lifespan" (Standard 12). Standards 2016 also require that students are practice-ready to participate as a contributing member of an interprofessional (IP) team (Standard 11). Didactic and experiential education in palliative or end-of-life (EOL) care is limited. Palliative care represents unique patient and team challenges in providing patients with empathetic and holistic care. INTERPROFESSIONAL EDUCATION ACTIVITY This study describes an IP, palliative care simulation that achieved both IP and "across the lifespan" educational standards. The goals of the activity included increasing communication skills, recognizing roles and responsibilities, and enhancing the value of various healthcare providers' perspectives and expertise when caring for patients at the EOL. Pharmacy, physical therapy, nursing, and counseling students participated in a low fidelity palliative care simulation. The event consisted of a presentation on anticipatory grief and active listening followed by a role-playing simulation and group debrief. The Interprofessional Socialization and Value Scale were administered to assess student perceptions of IP skills. DISCUSSION Quantitative and qualitative data demonstrated achievement of the goals of the activity. Reflections revealed students felt the simulation improved teamwork and communication skills and that using humility and listening in team-based palliative care transformed wisdom for future practice. IMPLICATIONS This activity used a cost-effective, low fidelity, role-play simulation to achieve IP education competencies and demonstrated the value of multiple professions in EOL care.
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Affiliation(s)
- Shelene Thomas
- School of Physical Therapy, Rueckert-Hartman College of Health Professions, Regis University, 3333 Regis Blvd Denver, CO 80221 F-00, United States.
| | - Bianca Calderon
- School of Pharmacy, Rueckert-Hartman College of Health Professions, Regis University, 3333 Regis Blvd Denver, CO 80221, United States.
| | - Carolyn Ackerman
- Loretto Heights School of Nursing, Rueckert-Hartman College of Health Professions, Regis University, 3333 Regis Blvd Denver, CO 80221, United States.
| | - Rebecca Moote
- Pharmacotherapy Education and Research Center, College of Pharmacy, The University of Texas at Austin, and University Health - Department of Pharmacotherapy and Pharmacy Services; 7703 Floyd Curl Drive MC 6220, San Antonio, TX 78229-3900, United States.
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Turrise S, Jenkins CA, Arms T, Jones AL. Palliative Care Conversations for Heart Failure Nurses: A Pilot Education Intervention. SAGE Open Nurs 2021; 7:23779608211044592. [PMID: 34692996 PMCID: PMC8529905 DOI: 10.1177/23779608211044592] [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: 02/07/2021] [Accepted: 08/19/2021] [Indexed: 11/15/2022] Open
Abstract
INTRODUCTION Heart failure is a progressive condition affecting 6.2 million Americans. The use of palliative and supportive care for symptom management and improved quality of life is recommended for persons with heart failure. However, 91% of nurses believe they need further training to have palliative care conversations. The purpose of this pilot education intervention was to determine if providing nurses with education on the timing and content of palliative care conversations would improve their perceived skill and knowledge. METHODS This was a pilot study of an online educational intervention. Data were electronically collected from 13 participants using validated questionnaires delivered via Qualtrics. Participants completed a demographic survey and End-of-Life Professional Caregiver Survey (EPCS) before and after completing an online, asynchronous education module. RESULTS Mean scores were higher on all posttest measures. Independent samples t-tests revealed statistically significant differences on the Effective Care Delivery (ECD) scale (t[32] = -2, p = .05) and total EPCS scale scores (t[32] = -2.2, p = .03) from pre- to posttest. CONCLUSION Scores increased on all dimensions pretest to posttest with statistically significant differences in ECD and total scores. Providing asynchronous online education on timing and content of palliative care conversations to nurses caring for people with heart failure is a feasible and effective way to improve perceived knowledge and skill of palliative care conversations.
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Affiliation(s)
- Stephanie Turrise
- School of Nursing University of North Carolina Wilmington, Wilmington, NC, USA
| | | | - Tamatha Arms
- School of Nursing University of North Carolina Wilmington, Wilmington, NC, USA
| | - Andrea L. Jones
- School of Social Work University of North Carolina Wilmington, Wilmington, NC, USA
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Nicholas C, Sanko JS. Human Simulation in Nursing Education. ANNUAL REVIEW OF NURSING RESEARCH 2020; 39:53-79. [PMID: 33431637 DOI: 10.1891/0739-6686.39.53] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Although, human simulation methodology has its origins in medical education, nursing education has increased its use of simulated patient (SP) methodology to improve the education of nursing students across the curricula. This chapter will review the history of human simulation, introduce the human simulation continuum, and review different applications of SP methodology in undergraduate and graduate nursing education.
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Nogi M, Wong LC, Yamanaka AB, Richardson K, Ng-Osorio J, Arndt RG, Petrov S, Ganitano E. An evaluation of an interprofessional simulation training session on end-of-life-care conversations in the intensive care unit. ACTA ACUST UNITED AC 2020. [DOI: 10.1016/j.xjep.2020.100357] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Edwards C, Hardin-Pierce M, Anderson D, Rexford T. Evaluation of Self-efficacy and Confidence Levels Among Newly Graduated Nurses Exposed to an End-of-Life Simulation: A Comparison Study. J Hosp Palliat Nurs 2020; 22:504-511. [PMID: 33044419 DOI: 10.1097/njh.0000000000000698] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
Self-efficacy and confidence levels among newly graduated nurses who participated in an end-of-life simulation were compared with nurses who had been practicing for no more than a year but had not participated in an end-of-life simulation. The study included a pretest-and-posttest evaluation of an end-of-life simulation intervention during a new graduate residency program among newly graduated nurses to improve self-efficacy and confidence with end-of-life care. Nurses who had been in practice for no more than a year but had not been exposed to an end-of-life simulation intervention were also surveyed. The Palliative Care Evaluation Tool Kit was adapted and used for this project. The 2 groups of nurses were compared in terms of self-efficacy and confidence levels regarding end-of-life care. An end-of-life simulation intervention was successful in improving self-efficacy and confidence levels among newly graduated nurses, in regard to views about end of life and death and dying compared with the nurses who did not receive the end-of-life simulation intervention. The results of this study have implications for both schools of nursing and hospital training programs.
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Trowbridge A, Bamat T, Griffis H, McConathey E, Feudtner C, Walter JK. Pediatric Resident Experience Caring for Children at the End of Life in a Children's Hospital. Acad Pediatr 2020; 20:81-88. [PMID: 31376579 PMCID: PMC6944767 DOI: 10.1016/j.acap.2019.07.008] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/29/2018] [Revised: 06/11/2019] [Accepted: 07/16/2019] [Indexed: 11/29/2022]
Abstract
OBJECTIVE Pediatric residents are expected to be competent in end-of-life (EOL) care. We aimed to quantify pediatric resident exposure to patient deaths, and the context of these exposures. METHODS Retrospective chart review of all deceased patients at one children's hospital over 3 years collected patient demographics, time, and location of death. Mode of death was determined after chart review. Each death was cross-referenced with pediatric resident call schedules to determine residents involved within 48 hours of death. Descriptive statistics are presented. RESULTS Of 579 patients who died during the study period, 46% had resident involvement. Most deaths occurred in the NICU (30% of all deaths); however, resident exposure to EOL care most commonly occurred in the PICU (52% of resident exposures) and were after withdrawals of life-sustaining therapy (41%), followed by nonescalation (31%) and failed resuscitation (15%). During their postgraduate year (PGY)-1, <1% of residents encountered a patient death. During PGY-2 and PGY-3, 96% and 78%, respectively, of residents encountered at least 1 death. During PGY-2, residents encountered a mean of 3.5 patient deaths (range 0-12); during PGY-3, residents encountered a mean of 1.4 deaths (range 0-5). Residents observed for their full 3-year residency encountered a mean of 5.6 deaths (range 2-10). CONCLUSIONS Pediatric residents have limited but variable exposure to EOL care, with most exposures in the ICU after withdrawal of life-sustaining technology. Educators should consider how to optimize EOL education with limited clinical exposure, and design resident support and education with these variable exposures in mind.
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Affiliation(s)
- Amy Trowbridge
- Division of Bioethics and Palliative Care, Seattle Children's Hospital and University of Washington (A Trowbridge), Seattle, Wash.
| | - Tara Bamat
- Pediatric Advanced Care Team, The Children's Hospital of Philadelphia (T Bamat, E McConathey, C Feudtner, and JK Walter), Philadelphia, Pa
| | - Heather Griffis
- PolicyLab, The Children's Hospital of Philadelphia (H Griffis), Philadelphia, Pa
| | - Eric McConathey
- Pediatric Advanced Care Team, The Children's Hospital of Philadelphia (T Bamat, E McConathey, C Feudtner, and JK Walter), Philadelphia, Pa
| | - Chris Feudtner
- Pediatric Advanced Care Team, The Children's Hospital of Philadelphia (T Bamat, E McConathey, C Feudtner, and JK Walter), Philadelphia, Pa; Department of Medical Ethics, The Children's Hospital of Philadelphia (C Feudtner and JK Walter), Philadelphia, Pa
| | - Jennifer K Walter
- Pediatric Advanced Care Team, The Children's Hospital of Philadelphia (T Bamat, E McConathey, C Feudtner, and JK Walter), Philadelphia, Pa; Department of Medical Ethics, The Children's Hospital of Philadelphia (C Feudtner and JK Walter), Philadelphia, Pa
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15
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Goode D, Black P, Lynch J. Person-centred end-of-life curriculum design in adult pre-registration undergraduate nurse education: A three-year longitudinal evaluation study. NURSE EDUCATION TODAY 2019; 82:8-14. [PMID: 31408835 DOI: 10.1016/j.nedt.2019.07.009] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/21/2018] [Revised: 05/30/2019] [Accepted: 07/30/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND The need to provide quality end-of-life care is universally accepted. International research and policies encourage innovative ways that effective culturally appropriate care can be provided. Higher education institutions and practice settings are tasked with ensuring that nurse graduates have the knowledge, skills and insight to deliver person-centred end-of-life care. RESEARCH AIMS AND OBJECTIVES The aim was to explore student evaluation of end-of-life care learning within a three-year undergraduate adult nursing degree programme. Objectives were to assess student perceptions of the content and level of learning achieved, explore usefulness of learning, highlight areas that were most useful, and identify suggestions to improve learning. DESIGN A 3-year quantitative longitudinal design was used. A questionnaire containing open and closed questions was designed to incorporate the personal and professional learning strategies indicated by the Nursing and Midwifery Council (NMC) (2010). SETTING AND PARTICIPANTS The evaluation was completed at the same time point over a three-year period from April 2015-April 2017. The participants were year three student nurses, from 3 consecutive years, enrolled on a pre-registration adult nursing course at one university. There was a 66% response rate (n = 336). METHODS Participant information sheets and questionnaires were distributed and time to complete them facilitated. Responses from closed questions were coded and analysed using descriptive statistics (SPSS 24) and thematic analysis used for open questions. RESULTS Students expressed satisfaction with their learning, 88.7-97% of students reported a positive impact on their knowledge. They developed an understanding of the impact the nurse can have on the patient and family experience, reporting more confidence and competence in most aspects of end-of-life care. They noted improved ability to utilise this in their subsequent practice experience 88.1-97%. CONCLUSIONS Structured end-of-life care within the curriculum is essential to equip graduate nurses to provide effective evidence informed care. Planning should continue for curriculum development that encompasses person-centred end-of-life care across cultures.
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Affiliation(s)
- Debbie Goode
- Ulster University, Northland Road, L/Derry, BT487JL.
| | - Pauline Black
- Ulster University, Magee Campus, Northland Road, Derry, Co Londonderry. BT48 7JL
| | - Jacinta Lynch
- Ulster University, Magee Campus, Northland Road, Derry, Co Londonderry. BT48 7JL
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Donne J, Odrowaz T, Pike S, Youl B, Lo K. Teaching Palliative Care to Health Professional Students: A Systematic Review and Meta-Analysis of Randomized Controlled Trials. Am J Hosp Palliat Care 2019; 36:1026-1041. [DOI: 10.1177/1049909119859521] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023] Open
Abstract
Background:End-of-life care is challenging on health professionals’ mental and emotional state. Palliative care education can support health professional students’ transition, helping them to cope with the challenges of working in this complex setting. Students feel that they need more preparation in this area.Purpose:To collate the relevant information regarding how to teach health professional students about palliative care.Method:The full holdings of Medline, PsycINFO, EBM Reviews, Cinahl Plus, ERIC, and EMBASE via Elsevier were searched until April 7, 2019. Inclusion criteria were randomized controlled trials of group interventions that aimed to increase health professional students’ knowledge, skills, or attitudes in palliative care. Studies were appraised using the PEDro scale. Data were synthesized using meta-analysis.Results:The results favored the intervention and were statistically significant for knowledge and attitudes but not for skills. A 2-hour seminar accompanied by readings seems sufficient to improve both knowledge and attitudes. Quality assessment scores ranged from 1/10 to 7/10 (mean 5, standard deviation 1.73). When studies at high risk of bias were excluded, then only knowledge improved significantly. Key areas where rigor was lacking were in concealing the randomization, omitting intention-to-treat analysis and not blinding of participants, therapists, or assessors.Conclusions:Palliative care education is effective in improving health professional students’ knowledge and attitudes toward palliative care. More research is required into skill development. This review highlights the need for more high-quality trials in both the short and long-term to determine the most effective mode of palliative care education.
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Affiliation(s)
- Jack Donne
- Department of Physiotherapy, Monash University, Melbourne, Australia
| | - Thomas Odrowaz
- Department of Physiotherapy, Monash University, Melbourne, Australia
| | - Sarah Pike
- Department of Physiotherapy, Monash University, Melbourne, Australia
| | - Bonnie Youl
- Department of Physiotherapy, Monash University, Melbourne, Australia
| | - Kristin Lo
- Department of Physiotherapy, Monash University, Melbourne, Australia
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17
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Fusco NM, Foltz-Ramos K. Measuring changes in pharmacy and nursing students’ perceptions following an interprofessional high-fidelity simulation experience. J Interprof Care 2018; 32:648-652. [DOI: 10.1080/13561820.2018.1496073] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
- Nicholas M. Fusco
- Department of Pharmacy Practice, University at Buffalo School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York, USA
| | - Kelly Foltz-Ramos
- Department of Biobehavioral Health and Clinical Sciences, University at Buffalo School of Nursing, Buffalo, New York, USA
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18
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Gannon JM. Commentary on a participatory inquiry paradigm used to assess EOL simulation participant outcomes and design. Isr J Health Policy Res 2017; 6:62. [PMID: 29157290 PMCID: PMC5694908 DOI: 10.1186/s13584-017-0187-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2017] [Accepted: 11/14/2017] [Indexed: 11/10/2022] Open
Abstract
Care at the end-of-life has attracted global attention, as health care workers struggle with balancing cure based care with end-of-life care, and knowing when to transition from the former to the latter. Simulation is gaining in popularity as an education strategy to facilitate health care provider decision-making by improving communication skills with patients and family members. This commentary focuses on the authors’ simulation evaluation process. When data were assessed using a participatory inquiry paradigm, the evaluation revealed far more than a formative or summative evaluation of participant knowledge and skills in this area of care. Consequently, this assessment strategy has ramifications for best practices for simulation design and evaluation.
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Affiliation(s)
- Jane M Gannon
- University of Florida Health Science Center, Jacksonville, USA.,College of Nursing, Learning Resource Center, 653-1 West 8th Street, Box L-4, Jacksonville, FL, 32209, USA
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