TY - JOUR
T1 - Relationships among nursing student palliative care knowledge, experience, self-awareness, and performance
T2 - An end-of-life simulation study
AU - Kirkpatrick, Amanda J.
AU - Cantrell, Mary Ann
AU - Smeltzer, Suzanne C.
N1 - Funding Information:
The authors thank both the students who participated in this study, and Creighton University College of Nursing for their support in instituting end-of-life simulations as a required experience in the senior-level preceptorship practicum of the traditional and accelerated BSN programs. We also thank Dr. Lindsay Iverson and Dr. Lorraine Rusch for their invested time and dedication as raters in the evaluation of student performance during the simulations. Dr. Marissa Stanton is thanked for her assistance with data handling and maintaining student anonymity, and Dr. Kristina Dreifuerst for the charitable donation of her time and wisdom in reviewing and advising the simulation methods and training the PI in use of the DML© approach for debriefing. Two chaplains, Barbara Lenz and Gladyce Janky, provided support for each simulation. Several nursing faculty advised and supported this educational research in various ways, including: Drs. Bette Mariani and Jennifer Ross of Villanova University, and Dr. Joan Lappe of Creighton University. Dr. Ryan Walters provided statistical support. The authors would also like to acknowledge the Jonas Leader Scholar program, whose support of Amanda J. Kirkpatrick (2016-2018 Cohort) and her doctoral education made this research project possible.
Publisher Copyright:
© 2018 Elsevier Ltd
PY - 2019/2
Y1 - 2019/2
N2 - Background: Palliative care education and experience are needed for student competence in delivering high-quality palliative nursing care. Simulation has been linked to acquired clinical competency among pre-licensure students. A known literature gap is measurement of students’ performance during end-of-life simulations. Objectives: The aim of this study was to determine relationships among previous palliative care nursing experience, knowledge, self-awareness, and performance in nursing students during an end-of-life simulation. Design/Setting/Participants: A quasi-experimental pretest/posttest design was used to assess these variables with a convenience sample of 75 senior nursing students during an end-of-life simulation at a Midwest Jesuit university. Methods: Self-awareness was measured with the Frommelt Attitudes Toward Care of the Dying, Form B. The Palliative Care Quiz for Nursing measured participants’ knowledge. Participants’ performance during the simulation was measured using a modified version of the Creighton Competency Evaluation Instrument®. Palliative care nursing self-awareness and knowledge were assessed before and after the simulation. Previous end-of-life care experience was assessed with a single demographic question at pretest only. Results: The sample was highly experienced in end-of-life care (93.3% reporting experience pre-simulation). Although pretest self-awareness (M = 124.5; ±1.3) and knowledge (M = 57.1%; ±2.2) were higher in students with two or more types of end-of-life experience (n = 42), there were no significant differences (p >.10) in these outcomes by groups pre- or post-simulation. Self-awareness (M = 130.1; ±1.2), knowledge (M = 80.5%; ±2.6), and performance (M = 94.1%; IQR 87.5 to 100) scores were high for student participants (n = 36) post-simulation, with moderate correlations found between some scores (rpb < −0.40 or 0.40). Conclusions: Findings support self-awareness and knowledge as antecedents of high quality palliative nursing care. Students demonstrated increased post-simulation knowledge, self-awareness, and quality performance of palliative nursing care regardless of previous end-of-life experience. End-of-life simulation is supported as an education method for increasing palliative care nursing competence and assessing student performance of palliative care nursing interventions.
AB - Background: Palliative care education and experience are needed for student competence in delivering high-quality palliative nursing care. Simulation has been linked to acquired clinical competency among pre-licensure students. A known literature gap is measurement of students’ performance during end-of-life simulations. Objectives: The aim of this study was to determine relationships among previous palliative care nursing experience, knowledge, self-awareness, and performance in nursing students during an end-of-life simulation. Design/Setting/Participants: A quasi-experimental pretest/posttest design was used to assess these variables with a convenience sample of 75 senior nursing students during an end-of-life simulation at a Midwest Jesuit university. Methods: Self-awareness was measured with the Frommelt Attitudes Toward Care of the Dying, Form B. The Palliative Care Quiz for Nursing measured participants’ knowledge. Participants’ performance during the simulation was measured using a modified version of the Creighton Competency Evaluation Instrument®. Palliative care nursing self-awareness and knowledge were assessed before and after the simulation. Previous end-of-life care experience was assessed with a single demographic question at pretest only. Results: The sample was highly experienced in end-of-life care (93.3% reporting experience pre-simulation). Although pretest self-awareness (M = 124.5; ±1.3) and knowledge (M = 57.1%; ±2.2) were higher in students with two or more types of end-of-life experience (n = 42), there were no significant differences (p >.10) in these outcomes by groups pre- or post-simulation. Self-awareness (M = 130.1; ±1.2), knowledge (M = 80.5%; ±2.6), and performance (M = 94.1%; IQR 87.5 to 100) scores were high for student participants (n = 36) post-simulation, with moderate correlations found between some scores (rpb < −0.40 or 0.40). Conclusions: Findings support self-awareness and knowledge as antecedents of high quality palliative nursing care. Students demonstrated increased post-simulation knowledge, self-awareness, and quality performance of palliative nursing care regardless of previous end-of-life experience. End-of-life simulation is supported as an education method for increasing palliative care nursing competence and assessing student performance of palliative care nursing interventions.
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U2 - 10.1016/j.nedt.2018.11.003
DO - 10.1016/j.nedt.2018.11.003
M3 - Article
C2 - 30472406
AN - SCOPUS:85057098087
VL - 73
SP - 23
EP - 30
JO - Nurse Education Today
JF - Nurse Education Today
SN - 0260-6917
ER -