A Multisite, Multi–Academic Track Evaluation of End-of-Life Simulation for Nursing Education

Are newly graduated nurses ready to deal with death and dying? - A literature review

“…Simulation is presented by several authors as a useful strategy in preparing students for end of life scenarios [17,18,22,24,[26][27][28][29][30], particularly as opportunities to care for these people while learning may be limited. Simulation was found to be effective in increasing knowledge, self-confidence [26,28,29], self-reported communication skills and student satisfaction [26]. Students found real time patient status changes in simulation to be valuable in addition to providing a safe learning environment for improving technical skills [27,28].…”

Using simulation as a learning experience in clinical teams to learn about palliative and end-of-life care: A literature review

“…A majority of papers mention some other learning activities delivered either prior or alongside the simulation. However, it is not clear how the effect of simulation is being measured controlling for the effects of other learning opportunities, even in those studies that measure understanding (Fluharty et al, 2012;Moreland et al, 2012;Twigg & Lynn, 2012). Nor is there evidence of an underpinning pedagogy of simulated learning that might support Parker and Myrick's (2009) critique that simulation has developed with technical advances without full consideration of how people use such technologies to learn.…”

“…In considering the utility and validity of the Gabby et al (2014) pyramid approach, six of the studies do not include all three elements, although some of these studies have a limited report of the evaluation of the simulation learning (Fluharty et al, 2012;Gilliland et al, 2012;Leighton & Dubas, 2009;Pullen et al, 2012;Swenty & Eggleston, 2011;Tuxbury et al, 2012). The remaining 11 studies include elements of all three skills factors (technical, soft, and learning), which may support the view that Gabby et al's (2014) concept is a good fit as a frame for analysis.…”

“…Although only three studies measured improvements in students understanding about palliative and end-of-life care (Fluharty et al, 2012;Moreland, Lemieuxy, & Myers, 2012;Rodriguez, Johnson, Culbertson, & Grant, 2011), there appeared to be no difference between students who took a more active role (role playing a nurse delivering care) and those who purely observed and participated in debriefing. These studies also used high and low fidelity.…”

Bringing the Background to the Foreground in Nursing Education: Appreciating Nursing Students’ Backgrounds in an End-Of-Life Care Simulation

“…However, end-of-life care simulation research that has examined nursing student stress is scant [9,[11][12][13]. Analyzing the relationship between nursing student stress, simulators, and their working backgrounds is lacking in the literature.…”