scholarly journals Convergence Analysis of Factors Influencing the End-of-life Care Attitude in Undergraduate Nursing Students

2016 ◽  
Vol 7 (4) ◽  
pp. 141-154 ◽  
Author(s):  
Seung Ae Yang
Keyword(s):  
Nursing Students ◽  
Convergence Analysis ◽  
End Of Life ◽  
End Of Life Care ◽  
Life Care ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Factors Influencing

scholarly journals Registered nurses and undergraduate nursing students' attitudes to performing end-of-life care

2021 ◽  
Vol 98 ◽  
pp. 104772
Author(s):  
Sofi Fristedt ◽  
Annika Grynne ◽  
Christina Melin-Johansson ◽  
Ingela Henoch ◽  
Carina Lundh Hagelin ◽  
...  
Keyword(s):  
Nursing Students ◽  
Registered Nurses ◽  
End Of Life ◽  
End Of Life Care ◽  
Life Care ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Students Attitudes

scholarly journals Undergraduate nursing students' knowledge about palliative care and attitudes towards end-of-life care: A three-cohort, cross-sectional survey

2019 ◽  
Vol 74 ◽  
pp. 7-14 ◽  
Author(s):  
Maria Dimoula ◽  
Grigorios Kotronoulas ◽  
Stylianos Katsaragakis ◽  
Maria Christou ◽  
Stavroula Sgourou ◽  
...  
Keyword(s):  
Palliative Care ◽  
Nursing Students ◽  
End Of Life ◽  
End Of Life Care ◽  
Life Care ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

scholarly journals Teaching End-of-Life Decision Making to Undergraduate Nursing Students

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 327-328
Author(s):  
Sherry Greenberg ◽  
Nancy Innella ◽  
Bryan Pilkington
Keyword(s):  
Decision Making ◽  
Nursing Students ◽  
End Of Life ◽  
End Of Life Care ◽  
Specific Response ◽  
Life Care ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
End Of Life Decision ◽  
Life Decision

Abstract This presentation highlights the development, implementation, and results of an educational session with undergraduate nursing students about end-of-life decision making. The purpose of this qualitative thematic analysis study was to explore student perspectives of end-of-life decision making following an education session. The aims were to 1) develop themes from student feedback on end-of-life decision making and 2) refine educational strategies to teach end-of-life decision making to nursing students. The study was conducted with 72 junior level baccalaureate nursing students enrolled in an undergraduate gerontological nursing course. An interactive lecture was developed, following short philosophical ethics readings, which brought the students up to date on the history of end-of-life discussions, key cases, and different frameworks to approach a cluster of ethical issues associated with end-of-life care. A debate pedagogical model was employed as an engaging activity in which students directly applied recently learned concepts. In the debate activity, students were divided into two teams. Each team was assigned a position, which was a specific response to the case question: Should practitioners assist in their patient’s committing suicide? Should practitioners offer medical aid in dying? Each team conferred, presented their position, responded to the arguments or reasons from the opposing position. The session ended with a debrief by the course instructors. In the first semester, 31 nursing students completed four open-ended questions following the class. Results included increased student confidence discussing end-of-life issues and identification of two concepts commonly referred to in end-of-life care discussions and in bioethics, autonomy and dignity.

scholarly journals Learning end-of-life care within a constructivist model: Undergraduate nursing students’ experiences

Curationis ◽  
2015 ◽  
Vol 38 (2) ◽  
Author(s):  
Anna E. Van der Wath ◽  
Pieter H. Du Toit
Keyword(s):  
Nursing Students ◽  
Experiential Learning ◽  
End Of Life ◽  
End Of Life Care ◽  
Death And Dying ◽  
Life Care ◽  
Emotional Labour ◽  
Undergraduate Nursing ◽  
Constructivist Model ◽  
Second Year

Background: Although nursing education aims to equip nursing students to provide care to dying patients and their families, nurses often feel ill-prepared to cope with the emotional labour involved in end-of-life care.Objectives: The aim of the study was to explore and describe nursing students’ experiences of end-of-life care through experiential learning within a constructivist educational model.Method: A qualitative, descriptive design was used. As part of introducing experiential learning, innovative educational practices were initiated during a second year level undergraduate nursing module on end-of-life care. Qualitative data on second-year nursing students’ experiences were collected through written reflections and analysed using open coding.Results: The themes that emerged revealed participants’ sensory and emotional experiences during the learning opportunities. Participants reflected on what they learnt and clarified their values related to death and dying. They indicated how they would apply the new meanings constructed in clinical practice.Conclusion: A constructivist educational model of experiential learning holds potential to enhance value clarification and nursing students’ sensory and emotional awareness of death and dying. Experiential learning is recommended to develop nursing students’ competency inproviding end-of-life care.

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