Amanda J Kirkpatrick1, Mary Ann Cantrell2, Suzanne C Smeltzer3. 1. Villanova University, M. Louise Fitzpatrick College of Nursing, Creighton University, College of Nursing, 222 Criss II Bldg., 2500 California Plaza, Omaha, NE 68178, United States. Electronic address: mandykirkpatrick@creighton.edu. 2. Villanova University, M. Louise Fitzpatrick College of Nursing, 322 Driscoll Hall, 800 Lancaster Ave, Villanova, PA 19085, United States. Electronic address: mary.ann.cantrell@villanova.edu. 3. Center for Nursing Research, Villanova University, M. Louise Fitzpatrick College of Nursing, 212 Driscoll Hall, 800 Lancaster Ave, Villanova, PA 19085, United States. Electronic address: suzanne.smeltzer@villanova.edu.
Abstract
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.
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.
Authors: Raquel Herrero-Hahn; Rafael Montoya-Juárez; César Hueso-Montoro; Celia Martí-García; Diego Alejandro Salazar-Blandón; María Paz García-Caro Journal: Int J Environ Res Public Health Date: 2019-12-02 Impact factor: 3.390
Authors: Carla Reigada; Santiago Hermida-Romero; Anna Sandgren; Beatriz Gómez; Inés Olza; Alejandro Navas; Carlos Centeno Journal: Int J Qual Stud Health Well-being Date: 2021-12