Kristen Ranse1,2, Jamie Ranse1,3, Mikayla Pelkowitz2. 1. a School of Nursing & Midwifery, Gold Coast Campus , Griffith University , Southport , Queensland , Australia. 2. b School of Nursing & Midwifery, Faculty of Health , University of Canberra , Canberra , Australia. 3. c Department of Emergency Medicine , Gold Coast Hospital and Health Services , Southport , Queensland , Australia.
Abstract
BACKGROUND: In preparation for practice as a Registered Nurse, it is essential that students are equipped to care for the dying patient and their family. AIM: To explore nursing students' lived experience of caring for a dying patient and their family. DESIGN: Hermeneutic phenomenology. METHODS: Students who had cared for a dying patient in their final year of study were invited to participate in an interview. Participants' narratives (n = 6) were thematically analysed. FINDINGS: Analysis revealed three themes: being caring, unexpectedness in witnessing an expected death and experiencing loss. Students demonstrated family-centred care but recounted unexpectedness in both the dying trajectory and physical changes in the dying patient. When reflecting on experiencing loss, students questioned their own actions, acknowledged the value of relationships and identified ways to cope. CONCLUSIONS: Engaging students in the care of dying patients and providing appropriate preparation/support can influence their experience and the care they provide in the future.
BACKGROUND: In preparation for practice as a Registered Nurse, it is essential that students are equipped to care for the dying patient and their family. AIM: To explore nursing students' lived experience of caring for a dying patient and their family. DESIGN: Hermeneutic phenomenology. METHODS: Students who had cared for a dying patient in their final year of study were invited to participate in an interview. Participants' narratives (n = 6) were thematically analysed. FINDINGS: Analysis revealed three themes: being caring, unexpectedness in witnessing an expected death and experiencing loss. Students demonstrated family-centred care but recounted unexpectedness in both the dying trajectory and physical changes in the dying patient. When reflecting on experiencing loss, students questioned their own actions, acknowledged the value of relationships and identified ways to cope. CONCLUSIONS: Engaging students in the care of dying patients and providing appropriate preparation/support can influence their experience and the care they provide in the future.
Entities:
Keywords:
Nursing student; clinical education; death; hospice and palliative care nursing; nurses; nursing; nursing education; terminal care
Authors: Mónica Vázquez-Calatayud; Carmen Rumeu-Casares; Maddi Olano-Lizarraga; Elena Regaira Martínez Journal: Nurs Health Sci Date: 2021-11-22 Impact factor: 2.214
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