TY - JOUR
T1 - Palliative care knowledge and self-awareness in active and observing undergraduate nursing students after end-of-life simulation
AU - Kirkpatrick, Amanda J.
AU - Cantrell, Mary Ann
AU - Smeltzer, Suzanne C.
N1 - Funding Information:
Funding for this study was provided by the Dr George F Haddix President’s Faculty Research Fund at Creighton University and the Winnifred J Ellenchild Pinch Research Award from the Iota Tau Chapter of Sigma Theta Tau.
Funding Information:
University College of Nursing for adopting end-of-life simulations as a method for developing competence in traditional and accelerated nursing students. We also thank the many nursing faculty members who have advised and supported this educational research in various ways, including: Drs Bette Mariani and Jennifer Ross of Villanova University, Drs Joan Lappe, Lorraine Rusch, Lindsay Iverson, Marissa Stanton and Ryan Walters of Creighton University and Dr Kristina Dreifuerst of Marquette University. Two chaplains, Barbara Lenz and Gladyce Janky, were instrumental in providing support for each simulation. The authors are also grateful for the support of the Jonas Leader Scholar program, a scholarship and mentorship program that assisted in funding Amanda J Kirkpatrick’s (2016–2018 cohort) doctoral education at Villanova University.
Publisher Copyright:
© 2020 MA Healthcare Ltd.
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2020/3/2
Y1 - 2020/3/2
N2 - Aim: The purpose of this quasi-experimental one-group repeated measure (pre-test/post-test) study was to determine the effect of an end-of-life (EoL) simulation-based experience (SBE) on active and observer nursing studentsf palliative care knowledge and self-awareness. Background: Baccalaureate nursing (BSN) graduates must demonstrate competence in EoL care; however, gaining EoL experience is challenging given constraints on nursing faculty and clinical sites. Research also is needed to determine whether similar outcomes are achieved by active and observer participants after EoL SBE. Method: Senior-level BSN studentsf palliative care knowledge and self-awareness of active and observer participants were measured before and after an EoL SBE. Results: Knowledge and self-awareness increased (P0.001) post-SBE in all participants, with equivalent post-test scores (P.0.248) for active (Mattitude=130.1; Mknowledge=80.5) and observer (Mattitude=128.3; Mknowledge=77.9) participants. Conclusion: EoL SBE is an effective method for increasing student palliative care competence. Student observers benefit as much as active participants on knowledge and self-awareness outcomes.
AB - Aim: The purpose of this quasi-experimental one-group repeated measure (pre-test/post-test) study was to determine the effect of an end-of-life (EoL) simulation-based experience (SBE) on active and observer nursing studentsf palliative care knowledge and self-awareness. Background: Baccalaureate nursing (BSN) graduates must demonstrate competence in EoL care; however, gaining EoL experience is challenging given constraints on nursing faculty and clinical sites. Research also is needed to determine whether similar outcomes are achieved by active and observer participants after EoL SBE. Method: Senior-level BSN studentsf palliative care knowledge and self-awareness of active and observer participants were measured before and after an EoL SBE. Results: Knowledge and self-awareness increased (P0.001) post-SBE in all participants, with equivalent post-test scores (P.0.248) for active (Mattitude=130.1; Mknowledge=80.5) and observer (Mattitude=128.3; Mknowledge=77.9) participants. Conclusion: EoL SBE is an effective method for increasing student palliative care competence. Student observers benefit as much as active participants on knowledge and self-awareness outcomes.
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U2 - 10.12968/ijpn.2020.26.3.133
DO - 10.12968/ijpn.2020.26.3.133
M3 - Article
C2 - 32275477
AN - SCOPUS:85083336786
VL - 26
SP - 133
EP - 142
JO - International Journal of Palliative Nursing
JF - International Journal of Palliative Nursing
SN - 1357-6321
IS - 3
ER -