Abstract
Session presented on Sunday, September 18, 2016:
The likelihood that a nurse will care for a patient during the end of life is increasing. Yet, new graduate nurses continue to feel unprepared to care for them. While there is little disagreement that end of life education should be integrated in the curriculum, the evidence is unclear on the most effective way to accomplish it. This comparative study was designed to determine if a difference exists between providing education on end of life in a classroom-based learning experience versus receiving the same experience through a patient simulation lab. Both interventions used the National League for Nursing's Advancing Care Excellence for Seniors unfolding end of life toolkit. The unfolding case was developed to provide an evolving case-based scenario, which was designed to be unpredictable to the learner. Through the unfolding case, the power of combining patient simulation with storytelling enhances the student's overall learning experience. In an attempt to maintain the ACE.S toolkit integrity, there were no significant changes made to the tool during either the classroom or the sim lab portion of the study. A total of 49 undergraduate nursing students participated in the study, with a 100% response rate. The students' attitudes were captured before and after the interventions using the Frommelt Attitude Toward Care of the Dying Scale (FATCOD), Form B. The FATCOD is a 30-question survey designed to assess the attitudes of individuals caring for a patient and their family during end of life and uses a 5-point Likert-type scale. While the study did not find a statistical significance in the overall mean score of either intervention, there was an increase from the pre-survey (4.14 0.87) to the classroom intervention (4.20 0.88) (P = 0.56) and even higher in the simulation lab (4.32 0.81) (P = 0.07). It can be concluded that, while the study failed to show a statistical significance as a whole, providing education on end of life is beneficial in the classroom, but even more so in patient simulation lab.
Sigma Membership
Beta Delta at-Large
Lead Author Affiliation
University of Central Oklahoma, Edmond, Oklahoma, USA
Type
Poster
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
End of Life Care, Nursing Students, Patient Simulation
Recommended Citation
Earnest, Matthew M., "Interactive classroom education versus simulation-based teaching: A comparative study of nursing students in palliative care" (2024). Leadership. 84.
https://www.sigmarepository.org/leadership/2016/posters/84
Conference Name
Leadership Connection 2016
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2016
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Acquisition
Proxy-submission
Interactive classroom education versus simulation-based teaching: A comparative study of nursing students in palliative care
Indianapolis, Indiana, USA
Session presented on Sunday, September 18, 2016:
The likelihood that a nurse will care for a patient during the end of life is increasing. Yet, new graduate nurses continue to feel unprepared to care for them. While there is little disagreement that end of life education should be integrated in the curriculum, the evidence is unclear on the most effective way to accomplish it. This comparative study was designed to determine if a difference exists between providing education on end of life in a classroom-based learning experience versus receiving the same experience through a patient simulation lab. Both interventions used the National League for Nursing's Advancing Care Excellence for Seniors unfolding end of life toolkit. The unfolding case was developed to provide an evolving case-based scenario, which was designed to be unpredictable to the learner. Through the unfolding case, the power of combining patient simulation with storytelling enhances the student's overall learning experience. In an attempt to maintain the ACE.S toolkit integrity, there were no significant changes made to the tool during either the classroom or the sim lab portion of the study. A total of 49 undergraduate nursing students participated in the study, with a 100% response rate. The students' attitudes were captured before and after the interventions using the Frommelt Attitude Toward Care of the Dying Scale (FATCOD), Form B. The FATCOD is a 30-question survey designed to assess the attitudes of individuals caring for a patient and their family during end of life and uses a 5-point Likert-type scale. While the study did not find a statistical significance in the overall mean score of either intervention, there was an increase from the pre-survey (4.14 0.87) to the classroom intervention (4.20 0.88) (P = 0.56) and even higher in the simulation lab (4.32 0.81) (P = 0.07). It can be concluded that, while the study failed to show a statistical significance as a whole, providing education on end of life is beneficial in the classroom, but even more so in patient simulation lab.