ABSTRACT
Elements identified by student nurses as impacting learning in the clinical learning environment were explored. A significant element identified by participants was the staff nurse. Strategies for improvement and increasing learning opportunities are included in the discussion.
Subject(s)
Attitude of Health Personnel , Clinical Competence , Interprofessional Relations , Nurse's Role/psychology , Nursing Staff, Hospital/psychology , Students, Nursing/psychology , Adult , Education, Nursing, Baccalaureate/organization & administration , Female , Focus Groups , Humans , Male , Middle Aged , North Carolina , Nursing Methodology Research , Preceptorship/organization & administration , Qualitative Research , Self Efficacy , Surveys and Questionnaires , Thinking , TrustABSTRACT
The amount of didactic content on advance directives in nursing curricula is addressed. Conclusions have relevance to the limited knowledge of practicing nurses on the subject of advance directives.
Subject(s)
Advance Directives , Curriculum , Education, Nursing, Associate/organization & administration , Education, Nursing, Baccalaureate/organization & administration , Education, Nursing, Diploma Programs/organization & administration , Advance Directives/legislation & jurisprudence , Analysis of Variance , Humans , Models, Educational , Needs Assessment , North Carolina , Nursing Education Research , Patient Self-Determination Act/organization & administration , Program Evaluation , Students, Nursing , Surveys and Questionnaires , Teaching Materials , United StatesSubject(s)
Attitude of Health Personnel , Students, Nursing/psychology , Terminal Care/psychology , Adaptation, Psychological , Adult , Aged, 80 and over , Attitude to Death , Clinical Competence , Curriculum , Education, Nursing, Baccalaureate/organization & administration , Empathy , Faculty, Nursing/organization & administration , Female , Humans , Interprofessional Relations , Mentors/psychology , Nurse's Role/psychology , Nursing Education Research , Nursing Methodology Research , Nursing Staff, Hospital/organization & administration , Nursing Staff, Hospital/psychology , Nursing Theory , Social SupportABSTRACT
Nurse educators have identified that historically nurses have not been prepared to care for dying patients. Research also has identified that nursing students have anxieties about death, dying, and caring for dying patients. Several factors have been identified as affecting nurses' and nursing students' attitudes toward care of the dying. Factors addressed in this research were current and previous death education. This research incorporated experiential learning using a model of death education and transformative learning theory. The educational experiences were geared to help students understand the skills needed to care competently and compassionately for the dying. The use of the End of Life Nursing Education Consortium (ELNEC) education package along with experiences at the hospice, the funeral home, the anatomy laboratory, and role play helped facilitate transformative learning in the nursing students. The study examined the effects of an educational experience to determine if a one-time educational experience provides sufficient, lasting effects in a 6-week format. Results of this study indicate that education can have a positive effect on nursing students' attitudes toward care of the dying. Nursing students in the intervention group had a significant positive increase in their attitudes toward care of the dying after the intervention. The attitude change increased slightly after a 4-week period.
