Palliative Care Simulation: Nurturing Interprofessional Collegiality

Gillan, Pauline C.; Arora, Sabina; Sanderson, Helena; Turner, Linda

doi:10.7772/2159-1253.1051

Cited by 7 publications

(9 citation statements)

References 22 publications

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“…The undergraduate nursing student was a target learner in a majority of the articles (n ¼ 22). 10,25,[27][28][29][30][31][32][33][34][35][36][38][39][40][42][43][44][45][48][49][50] In the remaining 8 articles, the main target learners were the graduate nurse trainee, 46 the practicing nurse, 23,24,26,37,51 and both nursing students and practicing nurses together. 41,47 Other members of the health team participated (were physically present) in 7 of the SBLEs.…”

Section: Target Learner Audiencementioning

confidence: 99%

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The Use of Simulation to Teach Nursing Students and Clinicians Palliative Care and End-of-Life Communication: A Systematic Review

Smith

Macieira

Bumbach

et al. 2018

Am J Hosp Palliat Care

129

121

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Objectives:To present the findings of a systematic review on the use of simulation-based learning experiences (SBLEs) to teach communication skills to nursing students and clinicians who provide palliative and end-of-life care to patients and their families.Background:Palliative care communication skills are fundamental to providing holistic patient care. Since nurses have the greatest amount of direct exposure to patients, building such communication competencies is essential. However, exposure to patients and families receiving palliative and end-of-life care is often limited, resulting in few opportunities to learn these skills in the clinical setting. Simulation-based learning experiences can be used to supplement didactic teaching and clinical experiences to build the requisite communication skills.Methods:Searches of CINAHL, MEDLINE, PsychINFO, ERIC, and Web of Science electronic databases and Grey Literature returned 442 unique records. Thirty articles met the established criteria, including the SBLE must contain a nursing role.Results:Simulation-based learning experience are being used to teach palliative and end-of-life communication skills to nursing students and clinicians. Lack of standardization, poor evaluation methods, and limited exposure to the entire interprofessional team makes it difficult to identify and disseminate validated best practices.Conclusion:While the need for further research is acknowledged, we recommend this evidence be augmented by training programs that utilize SBLEs through (1) applying standards, (2) clearly specifying goals and objectives, (3) integrating externally validated scenarios, and (4) employing rigorous evaluation methods and measures that link the SBLE to the training objectives and desired clinician practice behaviors and patient outcomes.

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Section: Target Learner Audiencementioning

confidence: 99%

“…41,47 Other members of the health team participated (were physically present) in 7 of the SBLEs. These included social workers/students, 29,33,37,46,47,51 medical students/residents/physicians, 29,33,48,51 chaplains/ students, 29 and hospice care workers. 47…”

Section: Target Learner Audiencementioning

confidence: 99%

The Use of Simulation to Teach Nursing Students and Clinicians Palliative Care and End-of-Life Communication: A Systematic Review

Smith

Macieira

Bumbach

et al. 2018

Am J Hosp Palliat Care

129

121

View full text Add to dashboard Cite

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“…An important component of the simulation identified in this research was the significance of involving family and actors in simulation scenarios. Including family has been noted as increasing the realism of simulation scenarios (Gillan et al ., 2012; 2013; Kable et al ., ), promoting holistic care, and facilitating therapeutic communication (Eaton et al ., ). Results of this study add to previous results by providing participants an opportunity to experience being “on the other side” and reinforces the social and personal elements of EOL care.…”

Section: Discussionmentioning

confidence: 99%

Australian nursing students' stories of end‐of‐life care simulation

Gillan

Riet

Jeong

2016

Nursing & Health Sciences

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Because nurses are at the forefront of end-of-life care, it is imperative that nursing students are prepared for this role upon graduation. Research suggests that many nursing students are unprepared to deliver compassionate and quality end-of-life care. There have been many attempts to address this need; one emerging method is end-of-life care simulation. This paper explores the experiences of 18 undergraduate nursing students of end-of-life care simulation. Participants' stories were obtained via observation during end-of-life care simulation, audio-recorded post simulation debriefing, and semi-structured interviews. Using Clandinin and Connolly's three dimensions of Narrative Inquiry (temporality, spatiality, and sociality) participants' stories reflected convergence of time, place, and person. Findings revealed three distinct plotlines along a time continuum, specifically surrounding time of death: (i) "The privilege of end-of-life care;" (ii) "Witnessing death as surreal;" and (iii) "The honor of providing after-death care." Participants' narratives suggest that end-of-life care simulation is an important means of preparing students for clinical end-of-life care experiences. This has implications for nursing educators wishing to consider simulation in end-of-life care education.

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“…Multiple professionals have to intervene in order to provide assistance to patients, who often suffer of more than one disease at the same time. In this context, successful inter-professional collaboration is a core premise to ensure high quality patient care [1,2].…”

Section: Introductionmentioning

confidence: 99%