Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; St Andrew's Community Hospital, Singapore.
Nurse Educ Today. 2023 Nov;130:105923. doi: 10.1016/j.nedt.2023.105923. Epub 2023 Aug 2.
Nursing students have reported that they lack skills and knowledge in palliative and end-of-life care, and as a result, they faced numerous challenges caring for patients and families receiving palliative and end-of-life care during clinical attachments.
To develop a palliative and end-of-life care simulation program and evaluate its effects on nursing students' emotional intelligence, palliative care knowledge and reflective abilities.
A single group, pretest-posttest quasi-experimental study.
A simulation center in a Singapore university.
A convenience sample of 135 third-year undergraduate nursing students.
Students attended a two-day simulation program consisting of four scenarios in total. Outcomes were measured before and after the study. Palliative care knowledge was measured using the Palliative Care Knowledge Test, emotional intelligence using the Trait Meta-Mood Scale-24, and reflective abilities using the Groningen Reflective Ability Scale. Outcome and demographic data were analyzed using descriptive and inferential statistics.
Total Palliative Care Knowledge Test scores (p = 0.003) and total Trait Meta-Mood Scale-24 scores (p < 0.001) improved significantly, but there was no significant change in Groningen Reflective Ability Scale scores (p = 0.650). Demographic characteristics did not significantly influence most outcome variables. Students' highest education level and experience with caring for a person receiving palliative or end-of-life care significantly affected the posttest scores of the Palliative Care Knowledge Test. Students with prior experience in caring for a person receiving palliative or end-of-life care scored significantly better in the Palliative Care Knowledge Test post-simulation compared to those who did not (p = 0.011).
The palliative and end-of-life simulation program significantly improved nursing students' emotional intelligence and palliative care knowledge. Further research is needed on developing a reliable tool to measure nursing students' palliative care knowledge. Future simulations should include structured and deliberate reflection features aside from debriefings to enhance reflective abilities, which is an important nursing competency. More research is needed on the effect of palliative and end-of-life care simulations on emotional intelligence and reflective abilities, and the influence of demographic variables on nursing students' outcomes.
护理专业的学生报告称，他们在姑息治疗和临终关怀方面缺乏技能和知识，因此，在临床实习中为接受姑息治疗和临终关怀的患者和家属提供护理时，他们面临着诸多挑战。
开发姑息治疗和临终关怀模拟项目，并评估其对护理专业学生情绪智力、姑息治疗知识和反思能力的影响。
单组、前后测试准实验研究。
新加坡一所大学的模拟中心。
便利抽取的 135 名三年级本科护理专业学生。
学生参加为期两天的模拟项目，共包括四个场景。在研究前后进行测量。使用姑息治疗知识测试评估姑息治疗知识，使用特质元情绪量表-24 评估情绪智力，使用格罗宁根反思能力量表评估反思能力。使用描述性和推断性统计分析结果和人口统计学数据。
姑息治疗知识测试的总分（p=0.003）和特质元情绪量表-24 的总分（p<0.001）显著提高，而格罗宁根反思能力量表的总分没有显著变化（p=0.650）。人口统计学特征对大多数结果变量没有显著影响。学生的最高教育水平和照顾临终患者的经验显著影响姑息治疗知识测试的后测分数。有照顾临终患者经验的学生在模拟后姑息治疗知识测试中的得分显著高于没有经验的学生（p=0.011）。
姑息治疗和临终关怀模拟项目显著提高了护理专业学生的情绪智力和姑息治疗知识。需要进一步研究开发可靠的工具来衡量护理学生的姑息治疗知识。未来的模拟应该包括结构化和深思熟虑的反思功能，除了辅导之外，以提高反思能力，这是一项重要的护理能力。需要进一步研究姑息治疗和临终关怀模拟对情绪智力和反思能力的影响，以及人口统计学变量对护理学生结果的影响。
