Experience of nursing students upon their first care encounter with terminally ill patients (original) (raw)
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Journal of Palliative Medicine, 2010
Background: There is extensive research documenting serious deficiencies in undergraduate nursing education related to end-of-life care. Many nurses and nursing students have difficulties in dealing with death and report feeling anxious and unprepared to be with patients who are dying. In Argentina, education on palliative care, death, and dying has not been made part of the undergraduate nursing curriculum. Methods: We performed a multicenter survey on undergraduate nursing education regarding the care of dying patients at eight schools of nursing in Buenos Aires, Argentina. We enrolled 680 students from first to fifth year. Results: Students acknowledged interacting directly with dying patients. Attitudes toward dying patients were highly positive. Students of the fifth year expressed a less satisfying relationship with their patients than those from the first year; considered it as a less gratifying occupation, and also showed a greater preference for avoiding emotional involvement with those patients. Discussion: Many of them described in short and very expressive phrases the emotional impact of their encounters with patients facing a life-threatening illness. Students perceived that this issue received more attention in humanistic rather than clinical subjects. Ninety-eight percent of students spontaneously demanded more training in end-of-life care. The interest and desire of undergraduate students to enhance their knowledge and experience in palliative care, demands more specific teaching contents. Conclusion: This suggests that in Argentina, improvements in undergraduate nursing training are urgently needed and would be well received by the students. It could be very useful to consider this topic as part of accreditation standards for nursing programs.
Journal of education, society and behavioural science, 2020
Aim: The aim of the study was to explore nursing students' first clinical experience with a dying patient or the dead. Study Design: The study employed a qualitative case study design involving six students, homogenous in nature and purposively selected from the nursing department of a private university in Accra. We used in-depth interviews to solicit for lived experiences of the participants and the field data were analysed using Interpretative Phenomenological Analysis technique. Results: Seven themes emerged from the analysis; reasons for choosing nursing as a profession, emotional and psychological effects, coping strategies, preparation of the student before clinical placement, access to counselling and future thoughts about nursing. Productive and unproductive Original Research Article
Death and caring for dying patients: exploring first-year nursing students' descriptive experiences
International Journal of Palliative Nursing, 2014
To describe first-year nursing students' experiences of witnessing death and providing end-of-life care. Methods: This study is part of a larger longitudinal project. Interviews (n=17) were conducted with nursing students at the end of their first year of education. To analyse the interviews (lived-experience descriptions), a thematic analysis, 'a search for meaning' (Van Manen, 1997) was applied.
Journal of Multidisciplinary Healthcare
This study aims to explore nursing students' perception and experience of end-of-life care (EoLC) in Indonesia, particularly in the family environment. Methods: This study used a qualitative research design to explore the experiences and perceptions of nursing students who have witnessed the dying of their family members. The study recruited 15 nursing students using a purposive sampling method, who were then invited to reflect and write their experiences in witnessing death of their families, and perceptions towards EoLC. The written reflections were analyzed using thematic analysis. Results: Thematic analysis showed that the experience of witnessing dying of a family member shaped nursing students' perceptions and attitudes towards EoLC. Some themes that emerged in this study included the importance of effective communication with patients and their families, symptom management, spiritual, emotional, and social support, as well as the need to improve nursing education and training. Conclusion: This present study shows that the experience of witnessing the death of a family member shapes nursing students' perceptions of EoLC in Indonesia. This present study provides recommendations that the students must be prepared emotionally and psychologically in caring EoL or dying patients. How attitude and readiness to care EoL patients are shaped by the experience in witnessing the dying family or loved one. As such, palliative and EoL curriculum should be included methods that allow desensitization and naturalization of dying for the students in order to make them ready to provide better EoLC for patients and their families. The results of this study can contribute to improving the quality of EoLC in Indonesia.
Accompaniment needs of nursing students related to the dying patient
Curationis, 2005
Nurse educators are responsible for accompanying students towards becoming capable, competent professional nurses who are a credit to themselves, their patients, colleagues and profession. Student nurses need, therefore, to be taught to render comprehensive nursing care to patients in all stages of their lives, including when they are dying. Being confronted with human suffering and death is challenging and traumatic. Those exposed to such events on a daily basis need to have a solid foundation of self preservation to see past the pain of suffering and to bring light and hope to those in need. A young student nurse will only experience positive growth and development in these circumstances if she is also cared for and guided with understanding. The researcher utilized a qualitative, explorative, descriptive and contextual design based on the phenomenological approach to enquiry. The following question was asked at the beginning of each unstructured phenomenological interview: “How w...
Student Nurses’ First Patient Death Experience in the Clinical Duty: A Phenomenological Study
2017
This study explored the student nurses’ first patient death experience in the clinical duty. A qualitative research design particularly phenomenological approach was used in this study. Colaizzi’s method was used as data analytic procedure among 11 participants. Themes from the transcribed data were generated. The data validation was done by the clinical instructors and block mates. The three domains that emerged from this study are a personal experience of a nursing student on patient death, coping mechanisms, and perception towards the nursing profession. Personal experience has three sub-themes: intrapersonal experience, interpersonal experience, and impact of death. Coping mechanisms introduced two sub-themes: Emotion-focused and problem-focused. Two emergent themes arose from perception towards nursing profession: positive and negative. This study has provided an understanding of nursing students’ patient death experience in the clinical duty. In this study, students recognized...
Taking care of terminal patients: nursing students' perspective
Este estudo busca compreender como alunos de graduação em Enfermagem percebem a si mesmos ao cuidar de pacientes em fase terminal e expor os significados da experiência vivida. Foram entrevistados 14 alunos, respondendo à questão: Como se mostra a você o cuidar do paciente na fase terminal? Para os alunos, é sempre uma experiência dolorosa, que os coloca face a face com suas fragilidades e inseguranças. Eles atribuem suas dificuldades à própria incapacidade de aceitar a morte e ao despreparo e inexperiência. Relatam que falta apoio dos profissionais com quem compartilham esse cuidado. No que se refere à formação profissional, para alguns a experiência foi positiva, apesar das dificuldades; outros a avaliam negativamente, resultando em rejeição a situações semelhantes. Novas investigações sobre o tema são necessárias para aprofundar e ampliar a reflexão para o âmbito da formação dos enfermeiros em nível nacional.
Terminal Care and Death Through The Eyes Of Turkish Nursing Students: A Qualitative Research Study
Medical Records, 2021
This study was aimed to determine the thoughts and feelings of nursing students emerging during the provision of care to terminally ill patients. Material and Method: It is a qualitative study. The study population consisted of 12 students who volunteered to participate in the study. Data were collected using a semi-structured interview form and focus group interview technique. Descriptive and content analysis techniques were used for the data analyses. Results: The study found out that the majority of the students defined death as a "sad ending" and "loss". Some students stated that they kept an attitude of acceptance, while others stated that they experienced intense feelings of fear when they encountered death. The students stated that they generally felt sorry for the patient, felt ineffective, and experienced an intensification of their fears of death when providing care for terminally ill patients. Furthermore, all of the students said that terminal care should aim to "minimize pain and provide an abundance of resources". Conclusion: This study shows that nursing students need to get more education about terminal care and that further qualitative studies should be conducted to investigate the feelings of nursing students from various aspects.
End-of-Life Nursing Knowledge Among Nursing Students
Journal of Nursing Education, 2020
Background: The U.S. health care system is poorly designed to meet the needs of patients at the end of life (EOL) and their families. Nursing students often have reported feeling inadequate to provide EOL care. Method: Following an EOL simulation, reflective journals were collected from junior and senior nursing students and analyzed for themes using qualitative content analysis. The condensed meaning units were abstracted into codes based on Carper's fundamental patterns of knowing. Results: Thirty-one junior and senior nursing students (mean age, 21.04 ± 0.52 years, 96.2% female) in a baccalaureate program participated in the study. The broad themes of student reflections included empirics (theoretical or natural historical) aesthetics (transformative nursing action), personal (interpersonal process of nurse-patient interaction), and ethics (emotion influences actions). Conclusion: Student perception and participation in all roles contributes to the gestalt of the experience of a highly emotional EOL simulation for both students and faculty.
Journal of Palliative Medicine, 2012
Background: The goals of this study were to evaluate: (1) the experiences and attitudes after exposure to dying patients in undergraduate medicine and nursing students with lack of training in end-of-life care issues; (2) whether or not exposure to terminally ill patients (TIPs) influences attitudes in students who had no training in end-of-life care; (3) students wishes regarding their future care of TIPs; and (4) if medicine and nursing students are indeed interested in receiving training in end-of-life care. Materials and methods: A survey was administered to students in the first and last year in schools of medicine and nursing, comprising seven universities in the city of Buenos Aires, Argentina, and surrounding areas. Data were collected during the 2005 to 2010 time period. Data from 730 students were analyzed. Discussion and conclusion: We found that nursing and medical undergraduate students at nursing and medicine schools in the city of Buenos Aires and surrounding areas: (a) come in direct contact with TIPs and perceive their suffering; and (b) have a highly positive attitude toward these patients, even though some of them referred to that relationship as arduous and in some cases they tended to avoid emotional involvement because they did not feel well trained. We also found that (c) this wish for avoidance was increased in final-year medical and nursing students who had been exposed to a higher number of TIPs; and (d) students unanimously manifested the opinion that the teaching about caring of TIPs should be included in the curricula and they would be well disposed to receive it. For all these reasons, we consider that the teaching of caregiving to TIPs in the academic degree programs of nursing and medicine should not be presented as a marginal issue.