黑料网

Nurse’s area unit continuously place into the center of hospice care, relieving the dying physically, psychologically, socially, and spiritually. With the aging population and also the revolt morbidity of chronic diseases, there's a universal and pressing summon for well-trained nurses to produce compassionate care and guarantee dignity for terminal patients. Despite the international advocate of incorporating hospice education into the nursing bachelor’s program, most nursing programs fail to produce enough education [1]. Several factors contributed to inadequate education together with restricted program time, inadequate practicing units, excessively prudent clinical tutors, high tension in real hospice things, and students’ issue applying theory to the clinic. Hospice speculative learning was integrated into alternative subjects, whereas hospice clinical apply couldn't continuously be secured. Shy education created students ill-prepared for hospice care. Chover-Sierra et al. found that 619 nursing students’ data of hospice care was medium-low through an internet survey [2]. The descriptive study showed that 187 junior nursing students had shy data and selfefficacy in hospice care [3]. Shy data resulted in students’ poor attitudes toward hospice care and probably hindered the supply of high-quality hospice care. Among the survey by Thampi, solely thirty ninth of nursing students showed positive attitudes toward caring for the dying [4]. Inadequate education result in nurses’ incompetence, thereby reducing the standard of nursing. Marchán’s investigation discovered that quite hour of nursing professionals felt shy education to worry for the dying [5].Educators’ endeavours were bestowed in instructional interventions in hospice care. For instance, study confirmed the positive effects of hospice education, composed of sixteen h of lectures, by promoting medical students’ data and angle toward hospice drugs [6]. Choi used a hospice program consisting of ten 3-h sessions to boost participants’ perception of hospice, angle towards death, and which means of life, and teaching ways enclosed lecture, video-watching, presentation, and discussion [7]. Tamaki et al. improved students’ data, ability performance, and authority through a hospice simulation with standardized patients [8]. A large vary of teaching methods was utilized in previous analysis, like instructive directions, clinical apply, and simulation-based activity [9]. The instructive directions were sensible at data teaching, whereas clinical apply provided students with authentic participation. The restricted opportunities of hospice clinical apply place lightweight on the simulation-based methodology. As AN experiential learning methodology, the simulation was progressively accepted as a preparation, substitute, or supplement for hospice clinical applies. One systematic review, including the end-of-life teaching programs from 2008 to 2018, over that simulation-based activities were the first instructional methodology and were thought of valuable and helpful for learning in end-of-life teaching programs [10].

Most simulation-based activities in previous studies meted out one or 2 simulation eventualities supported advanced hospice cases [11] conducted 3 simulation eventualities in at some point to coach students’ communication skills in difficult hospice things [12,13]. Incorporated hospice simulation into the community health nursing program. The 30-min simulation was a few cancer patients in his last stage. Sarabia-Cobo study used 2 simulation eventualities of cancer patients, and every was composed of a state of affairs (15 min) and an interrogation (25 min). Lippe designed a 2-h simulation consisting of 4 parts: continuation of care, amendment in standing, withdrawal of care, and interrogation. In Mahan’s analysis, 2 simulated eventualities were compared with a 6-to-8-hour actual hospice. Saylor et al. paired nursing and medical students to create the hospice care team to conduct an one.5-h inter-professional hospice simulation. In Kopka analysis, a three-credit medical specialty course used integrated teaching methods, and also the simulation state of affairs was used as AN ending to the present course. The patient’s death was simulated in ten min, followed by twenty min of interrogation. Tamaki adopted a 30-min simulation because the instructional intervention in a very random controlled trial.

Our literature review discovered that almost all previous studies didn't equip students with enough hospice data before simulation eventualities. In addition, the time of simulation eventualities allowed students to use data, and apply skills were restricted. Each theoretical learning and simulation apply had their advantages, creating them unable to switch one another. Whereas theoretical understanding was important because the foundation of the educational method, experiential learning was sensible at bridging the gap between theory and apply. Hospice care was characterized by profound and complicated data and sensible nursing skills. Inadequate data preparations and restricted eventualities apply won't result in profound and protracted changes in nursing students’ competence in hospice care.

The learning methodology is one amongst the decisive factors for learning outcomes. Participants delineate facilitate from appropriate learning ways during this program. They characterized the instructive lecture as AN acceptable methodology to find out theoretical data, particularly mentioning that data was the necessity for simulation. Participants praised mini-simulations that allowed them immediate application of learned data. Though the mini-simulation wasn't as sophisticated because the simulation state of affairs, students thought it gave them possibilities to do and obtain accustomed the simulation learning. Participants felt additional challenges as a result of combined terminal symptoms and also the existence of role-played families in simulation eventualities. They valued tutors’ feedback in interrogation on students’ performance in eventualities, together with confirmations for rightness and corrections for wrongness. They claimed they gained confidence by attempting once more within the reran simulation. Participants bestowed that the interrogation was useful in nurse-inward construction by sharing and supporting one another.

Conclusion

The study aimed to explore however nursing undergraduates knowledgeable a simulation-centered program in hospice care. Students reported sensible learning experiences with the educational ways. Instructive lectures equipped them with the required data, minisimulations allowed them immediate application of data, simulation eventualities gave them an entire image a few dying/death scenario, and interrogation helped them in self-care and colleague support. Students reported improved hospice competence. They might look after the dying and families with additional data, higher symptom management and luxury offer, and additional acceptable communication.

1. Radbruch L, De Lima L, Knaul F, Wenk R, Ali Z, et al. (2020) J Pain Symptom Manag 60: 754-764.

, ,

2. Lopes IM, Guarda T, Oliveira P (2020) J Med Syst 44: 1-9.

, ,

3. Kamal AH, Bausewein C, Casarett DJ, Currow DC, Dudgeon DJ, et al. (2020) J Clin Oncol 38: 987-994.

, ,

4. Hui D, Bruera E (2016) Nat Rev Clin Oncol 13: 159-171.

, ,

5. Rangachari D, Smith TJ, Kimmel S (2013) Cancer J 19: 373.

, ,

6. Schenker Y, Arnold R (2015) JAMA 314: 1565.

, ,

7. Schenker Y, Crowley-Matoka M, Dohan D, Rabow MW, Smith CB, et al. (2014) J Oncol Pract 10: e37.

, ,

8. Muroya Y, He X, Fan L, Wang S, Xu R, et al . (2018) .Am J Physiol Renal Physiol 315:1843-1854.

, ,

9. Palevsky PM (2018) . Nephron 140: 111-1115.

, ,

10. Zuber K, David J (2018) .JAAPA31: 17-25.

, ,


11. Moresco RN, Bochi GV, Stein CS, De Carvalho JAM, Cembranel BM, et al. (2018).Clin Chim Acta 487: 15-21.

, ,

12. Crabbs TA (2018) .Toxicol Pathol 46: 918-919.

, ,

13. Chawla L, Bellomo R, Bihorac A(2017) .Nat Rev Nephrol13: 241–257

, ,