Abstract
Background: Opportunities for students to care for end-of-life patients are limited in undergraduate nursing programs. Method: Students participated in a quasi-experimental study evaluating knowledge, levels of self-confidence, and self-reported communication skills in caring for a dying patient, as well as satisfaction with the high-fidelity simulation. Results: The convenience sample of 370 associate's degree, traditional baccalaureate, and accelerated baccalaureate nursing students demonstrated a significant increase in knowledge, regardless of role played in the scenario, as well as high levels of self-confidence, self-reported communication skills, and satisfaction with the pedagogical approach. Conclusions: Results showed significantly enhanced student knowledge in end-of-life care. Findings support end-of-life simulation as a strong and viable pedagogical approach to learning.
Original language | English (US) |
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Pages (from-to) | e135-e143 |
Journal | Clinical Simulation in Nursing |
Volume | 8 |
Issue number | 4 |
DOIs | |
State | Published - Apr 2012 |
Keywords
- Communication
- End of life
- High-fidelity simulation
- Knowledge
- Nursing education
- Quasi-experimental
- Research
- Self-confidence
- Undergraduate
ASJC Scopus subject areas
- Modeling and Simulation
- Education
- Nursing (miscellaneous)