ABSTRACT
Purpose: This study aimed to implement an end-of-life care simulation that was assessed at one facility (University A) on nursing university students in a different educational environment (University B), and assess the simulation through a review. Method: After the simulation, participants were asked to freely comment on the review sheet and the contents were analyzed. There were 12 participants. Results: Comments on the review sheet were summarized in 13 categories: self-understanding of nursing, realization of one’s positive view regarding nursing, acquisition of knowledge regarding communication, acquisition of knowledge regarding end-of-life, gaining learning opportunities, realization of effects from debriefing, positive change one experiences regarding nursing, acquisition of knowledge regarding nursing, realization of reality, assessment of teachers’ involvement, assessment of implementation method, assessment of the atmosphere of the venue, and assessment of experiences. Conclusion: Participants of the simulation can be expected to gain a similar learning experience regardless of the learning environment.
ABSTRACT
Purpose: We held workshops (WSs) that recommend the use of advance care planning (ACP) for medical and health care professionals, and clarified whether or not these WSs motivated them to engage in their own ACP using two indicators: the proportion of professionals who wanted to conduct ACP and changes in the Death Attitude Inventory (DAI). Method: After the WS, we divided participants into two groups, depending on whether or not they wanted to have end-of-life discussions with their family and loved ones. The changes in the DAI brought about by the WSs and their impressions of the WS were compared between the groups. Results: A total of 91 participants were analyzed, of which 42 (46.2%) wanted to have end-of-life discussions with their family and loved ones. In both groups, “afterlife view” and “death anxiety and fear” in the DAI were significantly reduced after the WS when compared to attitudes from before the WS. In the group which wanted to have end-of-life discussions, “death avoidance” (effect size −0.42) and “sense of purpose in life” (effect size 0.51) changed significantly and positively. Conclusion: About half of the participants wanted to perform ACP after having attended the WSs, apparently due to an increased sense of purpose in life and a reduced death avoidance.
ABSTRACT
Objective: This study evaluated the effectiveness of an end-of-life care simulation as a way to improve nursing students’ resilience. Methods: In total, 61 baccalaureate nursing students were randomly assigned to control or education groups. In this randomized controlled study on an end-of-life care simulation, resilience was measured at baseline, and after the simulation. Result: At the baseline, the two groups showed no statistical differences in their resilience scores. However, the total score, and scores for the factors “I am”, “I have”, and “I will/ do” were significantly higher for the education group than the control group in the post-test. The total scores and three factor scores within the education group were also significantly higher in the post-test than at baseline, but in the control group only the “I am” factor significantly increased over time. Conclusion: The end-of-life care simulation scenario showed the potential to increase the resilience of participants, especially their ability to build trusting relationships with others and expand their network, and to set goals and grow toward them.
ABSTRACT
Purpose: To clarify the contents of nursing students’ feedback after they participated in a terminal care simulation. Method: Free description type answer sentences were analyzed qualitatively using Berelson’s content analysis. Results: Participants were 39 students. Feedback contents were divided into 334 recording units. As the result of analysis, 13 categories, including “acquisition of knowledge on communication,” “evaluation on method of implementation,” “self-understanding on nursing,” “self-positive-prospect on nursing,” “acquisition of knowledge on terminal care,” “evaluation on simulation ambience,” “acquisition of learning opportunities,” “self-positive-changing on nursing,” “effect of debriefing,” “effect of experience,” “feeling of reality,” “acquisition of knowledge on nursing” and “evaluation on faculty’s intervention” were formed. Conclusion: It was suggested that simulated patients contributed to making end of life clinical settings because the realism of the simulation had been apparent from the results. To make the terminal care simulation more developed, future studies should investigate how to give a briefing, and so on.