Teaching End-of-Life Care Using Interprofessional Simulation

Gannon, Jane M.; Motycka, Carol; Egelund, Eric F.; Kraemer, Dale F.; Smith, William Thomas Lingwood; Solomon, Kathleen

doi:10.3928/01484834-20170323-03

Cited by 22 publications

(16 citation statements)

References 26 publications

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“…3 Simulation has also been used extensively to teach communication skills 16,17 and could play a role in increasing trainee experience and confidence with EOL care, as it has in nursing education. 18,19 Second, because "hands-on" bedside teaching is widely believed to be the most effective mode of learning, 4,20 educators can consider how to harness and maximize the learning that does occur when a patient dies. Future studies are needed to understand current practice both in the types of training residents receive in EOL care and how educators can provide optimal bedside teaching to residents when caring for patients at the EOL while also tending to the unique needs of each patient and family.…”

Section: Limited Resident Exposure To Patient Deathmentioning

confidence: 99%

Pediatric Resident Experience Caring for Children at the End of Life in a Children's Hospital

Trowbridge

Bamat

Griffis

et al. 2020

Academic Pediatrics

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OBJECTIVE: Pediatric residents are expected to be competent in end-of-life (EOL) care. We aimed to quantify pediatric resident exposure to patient deaths, and the context of these exposures. METHODS: Retrospective chart review of all deceased patients at one children's hospital over 3 years collected patient demographics, time, and location of death. Mode of death was determined after chart review. Each death was cross-referenced with pediatric resident call schedules to determine residents involved within 48 hours of death. Descriptive statistics are presented. RESULTS: Of 579 patients who died during the study period, 46% had resident involvement. Most deaths occurred in the NICU (30% of all deaths); however, resident exposure to EOL care most commonly occurred in the PICU (52% of resident exposures) and were after withdrawals of lifesustaining therapy (41%), followed by nonescalation (31%) and failed resuscitation (15%). During their postgraduate year (PGY)-1, <1% of residents encountered a patient death. During PGY-2 and PGY-3, 96% and 78%, respectively, of residents encountered at least 1 death. During PGY-2, residents encountered a mean of 3.5 patient deaths (range 0-12); during PGY-3, residents encountered a mean of 1.4 deaths (range 0-5). Residents observed for their full 3-year residency encountered a mean of 5.6 deaths (range 2-10). CONCLUSIONS: Pediatric residents have limited but variable exposure to EOL care, with most exposures in the ICU after withdrawal of life-sustaining technology. Educators should consider how to optimize EOL education with limited clinical exposure, and design resident support and education with these variable exposures in mind.

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Section: Limited Resident Exposure To Patient Deathmentioning

confidence: 99%

Pediatric Resident Experience Caring for Children at the End of Life in a Children's Hospital

Trowbridge

Bamat

Griffis

et al. 2020

Academic Pediatrics

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“…Specifically, students suggested simulation (including conversations with patients), guest lecturers, and reflective practices, which are supported by research as beneficial approaches. Simulation has been proven to be an effective pedagogical approach to competency development in end-of-life care (Gannon et al, 2017;Leighton & Dubas, 2009). In addition, seminars with nurses or physicians who have directly participated in MAiD provide insight for students into the logistics of the procedure, as well as the emotional depth of assisting in an individual's death.…”

Section: Discussion and Implications For Practicementioning

confidence: 99%

Canadian Nursing Students’ Experiences with Medical Assistance in Dying / Les expériences d’étudiantes en sciences infirmières au regard de l’aide médicale à mourir

McMechan¹,

Bruce²,

Beuthin³

2019

Quality Advancement in Nursing Education - Avancées en formatio

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When asked why she wanted to be present during a medically assisted death, one student nurse replied: I just wanted to know what it felt like to be present in that situation. I was pushing myself into a situation that I knew was going to be uncomfortable, as part of my own growth as a student. I knew from previous [clinical] experiences that having a first experience does facilitate further learning. You know, just like exercising a muscle, the more you stretch it, the more it hurts, the stronger it gets.

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“…This measure has been validated in health care professionals that included doctors, nurses, and social workers. Other researchers have used the EPCS, but none have reported additional psychometrics ( Gannon et al, 2017 ; Moir et al, 2015 ; O’Shea et al, 2017 ). Permission was granted from the authors to use the EPCS.…”

Section: Instrumentsmentioning

confidence: 99%

Palliative Care Conversations for Heart Failure Nurses: A Pilot Education Intervention

et al. 2021

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Introduction Heart failure is a progressive condition affecting 6.2 million Americans. The use of palliative and supportive care for symptom management and improved quality of life is recommended for persons with heart failure. However, 91% of nurses believe they need further training to have palliative care conversations. The purpose of this pilot education intervention was to determine if providing nurses with education on the timing and content of palliative care conversations would improve their perceived skill and knowledge. Methods This was a pilot study of an online educational intervention. Data were electronically collected from 13 participants using validated questionnaires delivered via Qualtrics. Participants completed a demographic survey and End-of-Life Professional Caregiver Survey (EPCS) before and after completing an online, asynchronous education module. Results Mean scores were higher on all posttest measures. Independent samples t-tests revealed statistically significant differences on the Effective Care Delivery (ECD) scale ( t[32] = −2, p = .05) and total EPCS scale scores ( t[32] = −2.2, p = .03) from pre- to posttest. Conclusion Scores increased on all dimensions pretest to posttest with statistically significant differences in ECD and total scores. Providing asynchronous online education on timing and content of palliative care conversations to nurses caring for people with heart failure is a feasible and effective way to improve perceived knowledge and skill of palliative care conversations.

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Teaching End-of-Life Care Using Interprofessional Simulation

Abstract: Students participating in the simulation group showed some significant differences in attitudes toward EOL care, compared with students in the classroom setting. [J Nurs Educ. 2017;56(4):205-210.].

Cited by 22 publications

References 26 publications

Pediatric Resident Experience Caring for Children at the End of Life in a Children's Hospital

Pediatric Resident Experience Caring for Children at the End of Life in a Children's Hospital

Canadian Nursing Students’ Experiences with Medical Assistance in Dying / Les expériences d’étudiantes en sciences infirmières au regard de l’aide médicale à mourir

Palliative Care Conversations for Heart Failure Nurses: A Pilot Education Intervention

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