A palliative care communication simulation for undergraduate nursing and midwifery students: A pilot study (original) (raw)
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The American journal of hospice & palliative care, 2018
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Indian Journal of Palliative Care
A multidisciplinary approach toward palliative care encompasses providing end of life (EOL) care and dealing with death and dying. [1] Weisse et al. assert that the health-care providers report a lack of training in EOL care and limited opportunities to learn about the dying process of a person [2] Nurses are required to support the patient and family during the dying process and bereavement. This process involves symptom control and pain management. [3] However, nursing graduates do not feel prepared for providing palliative care [2-4] and they acknowledge the need to increase palliative care education in undergraduate nursing curricula. [2,3] Highlighting the importance of educating and training nurses for providing palliative care, Pesut and Greig emphasize that nurses are the frontline care providers for patients and families at EOL. Therefore, it is essential that through education and training, these care providers are to be prepared for providing palliative care. [5] Limited availability of clinical
2021
This study aim to explore the experiences of nursing final-year students on the care of the person in a palliative situation and their family using the role-playing technique. Qualitative, descriptive research developed in October 2020 with 30 third-year nursing students from a palliative care nursing course, in Portugal. Individual debriefing reflections and thematic analysis of the information were conducted. Two main themes emerged: 1) facilitators; and 2) barriers of role-playing in a simulated palliative care context. We concluded that type of simulation allows students to deal with complex palliative care situations from an individual and realistic perspective.
Springer International Publishing eBooks, 2022
Successful interprofessional teamwork is essential in palliative care to achieve quality in patient care. During their education, the students need to train and gain knowledge about the different professions they are going to cooperate with [1].Taking an interprofessional approach to palliative care education has been found to be effective in the live setting [2]. It is stated that "Palliative care is, by the nature of its practice, collaborative" [3]. Previous studies have used live standardized patient simulation to teach interprofessional teamwork with a focus on palliative care topics and communication [4]. Interprofessional simulation in palliative care study programmes often takes place within the faculty and focuses on cooperation with other professional groups such as doctors, occupational therapists and physiotherapists. Nursing associates educated in educational institutions outside academia are a professional group that is often part of the palliative care team. So far, we have not found studies where the cooperation of a registered nurse (RN) with a nursing associate (NA) is in focus. Addressing didactical questions about how to enable students to train and achieve interprofessional competency during education is an ongoing process. Learning using simulation activity offers such possibilities. As teachers in a postgraduate study programme in palliative care, we have tried out simulation as a learning approach with success both from the teachers' and students' point of view. They report that they value such training and claim it is an efficient way to learn. Several challenges and questions have been raised as to how to facilitate simulation activity to achieve collaborative, student-centred, experimental and clinical practice-based
Nurse Education Today, 2020
Background: Preprofessional palliative care education may be inadequate, leaving a gap in health professional students' knowledge and understanding of managing patients with gynecologic cancer and their families. Interprofessional simulation-based training may be useful in helping health professional students gain the necessary skills required for palliative care. Objective: This study aimed to determine the effectiveness of different simulation methods used for interprofessional training on gynecologic oncology palliative care knowledge, interdisciplinary education perceptions, and teamwork attitudes of health professional students and to compare these methods. Design: A comparative randomized controlled trial was conducted with a pre-test and two post-tests. Settings: This study was conducted at a university in Ankara, Turkey, in 2016-2017. Participants: A convenience sample of 84 interprofessional students (nursing, medical, nutrition-dietician, and social work) was used in the study. Methods: Students were stratified by their profession and randomized by four blocks into high-fidelity simulation, hybrid simulation, and a control group. Data were collected using a semi-structured questionnaire form, palliative care knowledge test, interdisciplinary education perception scale, and teamwork attitudes questionnaire. Results: The high-fidelity simulation and hybrid simulation groups improved their palliative care knowledge, interdisciplinary education perception, and teamwork attitudes from pre-test to first and second post-tests compared to the control group. Conclusion: The introduction of high-fidelity simulation and hybrid simulation or hybrid simulation-based interprofessional training in undergraduate education can increase students' palliative care knowledge, interdisciplinary education perception, and teamwork attitudes. Training programs that are used together with highfidelity simulation and hybrid simulation applications in interdisciplinary training should be integrated into the undergraduate curricula of future cooperating health professions.