Accompaniment needs of nursing students related to the dying patient

Abstract

Nurse educators are responsible for accompanying students towards becoming capable, competent professional nurses who are a credit to themselves, their patients, colleagues and profession. Student nurses need, therefore, to be taught to render comprehensive nursing care to patients in all stages of their lives, including when they are dying. Being confronted with human suffering and death is challenging and traumatic. Those exposed to such events on a daily basis need to have a solid foundation of self preservation to see past the pain of suffering and to bring light and hope to those in need. A young student nurse will only experience positive growth and development in these circumstances if she is also cared for and guided with understanding. The researcher utilized a qualitative, explorative, descriptive and contextual design based on the phenomenological approach to enquiry. The following question was asked at the beginning of each unstructured phenomenological interview: “How was if for you to care for a dying or deceased patient?” The central theme identified that student nurses experience turmoil in their different relationships in their accompaniment of the dying patient. Guidelines based on the central theme and sub-themes that emerged from raw data, as well as literature, are offered as strategies to promote/enhance optimal accompaniment of student nurses caring for the dying patient

Nursing students’ experiences of caring for dying patients and their families: a systematic review and meta-synthesis

“…Qualitative Assessment and Review Instrument (QARI), designed by the Joanna Briggs Institute, is used to facilitate critical appraisal, data extraction, and metaaggregation of the findings of qualitative studies. QARI includes the following 10 items: (1) there is a congruity between the stated philosophical perspective and the research methodology; (2) there is a congruity between the research methodology and the research question or objectives; (3) there is a congruity between the research methodology and the methods used to collect data; (4) there is a congruity between the research methodology and the representation of results; (5) there is a congruity between the research methodology and the interpretation of the results; (6) there is a statement locating the researcher culturally or theoretically; (7) the influence of the researcher on the research, and vice versa, is addressed; (8) participants, and their voices, are adequately represented; (9) the research is ethical according to current criteria or for recent studies, there is evidence of ethical approval by an appropriate body; and (10) conclusions are drawn in the research report do appear to flow from the analysis, or interpretation, of the data. The retrieved articles were assessed item by item and marked by yes, no, or unclear by two independent reviewers.…”

“…13,22 Because of the heavy workload of nurses, many students felt abandoned because they did not receive enough guidance and support from the preceptors. 6,8,12,15 The interactions with the physicians were also very important parts of students' experiences. Some students reported that they were impressed by the physicians' professional behavior, claiming learned lots of knowledge from physicians.…”

To Die or Not To Die? A Review of Simulated Death

“…4,7,8,13 Students Want to Learn More About Death Some students believe that they have received insufficient instruction and have indicated that they would like more workshops to learn about dying and death. Although the circumstances surrounding death are delicate, death is inevitable and one of the truly universal human experiences.…”

Does the unexpected death of the manikin in a simulation maintain the participants’ perceived self-efficacy? An observational prospective study with medical students

“…They do not feel adequately trained and prepared to face such treatment situations in real life [9–11]. A learner’s perception of their ability to carry out a task, termed “perceived self-efficacy” (PSE) by Bandura, is a decisive element in a person’s commitment to complete the task in question.…”