Dealing with end of life—New graduated nurse experiences

Journal of Clinical Nursing

Volumn 27, Issue 1-2, 2018, Pages 337-344

  Croxon, Lyn ^a   Deravin, Linda ^a   Anderson, Judith ^a  

^a CHARLES STURT UNIVERSITY   (Australia)

Author keywords

death and dying; new graduate nurses; palliative care; undergraduate nurse curriculum

Indexed keywords

ALUMNUS; CLINICAL PRACTICE; CONVERSATION; CURRICULUM; DEATH; DOCTOR PATIENT RELATION; FAMILY STUDY; FEMALE; HUMAN; HUMAN EXPERIMENT; MALE; NURSING EDUCATION; PALLIATIVE THERAPY; SEMI STRUCTURED INTERVIEW; SKILL; TERMINAL CARE; THEMATIC ANALYSIS; ADULT; ATTITUDE TO DEATH; CLINICAL COMPETENCE; COMMUNITY HEALTH NURSING; HOSPITAL; NURSE ATTITUDE; NURSING STAFF; NURSING STUDENT; ORGANIZATION AND MANAGEMENT; PSYCHOLOGY; QUALITATIVE RESEARCH; WORKPLACE;

ADULT; ATTITUDE TO DEATH; CLINICAL COMPETENCE; COMMUNITY HEALTH NURSING; CURRICULUM; EDUCATION, NURSING, BACCALAUREATE; FEMALE; HOSPITALS, RURAL; HUMANS; MALE; NURSE'S ROLE; NURSING STAFF, HOSPITAL; PALLIATIVE CARE; QUALITATIVE RESEARCH; STUDENTS, NURSING; TERMINAL CARE; WORKPLACE;

EID: 85021813692     PISSN: 09621067     EISSN: 13652702     Source Type: Journal    
DOI: 10.1111/jocn.13907     Document Type: Article

References (33)

1. Adesina, O., DeBellis, A., & Zannettino, L. (2014). Third-year Australian nursing students’ attitudes, experiences, knowledge, and education concerning end-of-life care. International Journal of Palliative Nursing, 20(8), 395–401. https://doi.org/10.12968/ijpn.2014.20.8.395
2. Anderson, N. E., Kent, B., & Owens, R. G. (2015). Experiencing patient death in clinical practice: Nurses’ recollections of their earliest memorable patient death. International Journal of Nursing Studies, 52(3), 695–704. https://doi.org/10.1016/j.ijnurstu.2014.12.005
3. Anderson, J., & Malone, L. (2015). Chronic care undergraduate nursing education in Australia. Nurse Education Today, 35(12), 1135–1138. https://doi.org/10.1016/j.nedt.2015.08.008.
4. Australian Institute of Health Welfare (2014). Palliative care services in Australia 2014. Cat no. HWI 128. Canberra, ACT: AIHW.
5. Ballesteros, M., Centeno, C., & Arantzamendi, M. (2014). A qualitative exploratory study of nursing students’ assessment of the contribution of palliative care learning. Nurse Education Today, 34(6), e1–e6. https://doi.org/10.1016/j.nedt.2013.12.010
6. Barrere, C., & Durkin, A. (2014). Finding the right words: The experience of new nurses after ELNEC education integration into a BSN curriculum. Medsurg Nursing, 23(1), 35.
7. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77–101.
8. Bush, T., & Shahwan-Akl, L. (2013). Palliative care education—Does it influence future practice? Contemporary Nurse: A Journal for the Australian Nursing Profession, 43(2), 172–177. https://doi.org/10.5172/conu.2013.43.2.172
9. Byrne, L., Happell, B., Welch, T., & Moxham, L. J. (2013). ‘Things you can't learn from books’: Teaching recovery from a lived experience perspective. International Journal of Mental Health Nursing, 22(3), 195–204. https://doi.org/10.1111/j.1447-0349.2012.00875x
10. Deravin-Malone, L., Anderson, J., & Croxon, L. (2016). Are newly graduated nurses ready to deal with death and dying?—A literature review. Journal of Nursing and Palliative Care, 1(4), 89–93. https://doi.org/10.15761/npc.1000123
11. Deravin-Malone, L., Croxon, L., McLeay, M., & Anderson, J. (2016). End of life care. In L. Deravin-Malone, & J. Anderson (Eds.), Chronic care nursing: A framework for practice (pp. 273–288). London: Cambridge University Press.
12. Dobbins, E. H. (2011). The impact of end-of-life curriculum content on the attitudes of associate degree nursing students toward death and care of the dying. Teaching and Learning in Nursing, 6(4), 159–166. https://doi.org/10.1016/j.teln.2011.04.002
13. Eaton, M. K., Floyd, K., & Brooks, S. (2012). Student perceptions of simulation's influence on home health and hospice practicum learning. Clinical Simulation in Nursing, 8(6), e239–e247. https://doi.org/10.1016/j.ecns.2010.11.003
14. Ellman, M. S., Schulman-Green, D., Blatt, L., Asher, S., Viveiros, D., Clark, J., & Bia, M. (2012). Using online learning and interactive simulation to teach spiritual and cultural aspects of palliative care to interprofessional students. Journal of Palliative Medicine, 15(11), 1240–1247. https://doi.org/10.1089/jpm.2012.0038
15. Fluharty, L., Hayes, A. S., Milgrom, L., Malarney, K., Smith, D., Reklau, M. A., … McNelis, A. M. (2012). A multisite, multieacademic track evaluation of end-of-life simulation for nursing education. Clinical Simulation in Nursing, 8, e135–e145. https://doi.org/10.1016/j.ecns.2010.08.003
16. Francis, K., & Mills, J. (2011). Sustaining and growing the rural nursing and midwifery workforce: Understanding the issues and isolating directions for the future. Collegian, 18(2), 55–60.
17. Gillan, P. C., Parmenter, G., Van Der Riet, P. J., & Jeong, S. (2013). The experience of end of life care simulation at a rural Australian University. Nurse Education Today, 33(11), 1435–1439. https://doi.org/10.1016/j.nedt.2012.11.015
18. Gillett, K., O'Neill, B., & Bloomfield, J. G. (2016). Factors influencing the development of end-of-life communication skills: A focus group study of nursing and medical students. Nurse Education Today, 36, 395–400. https://doi.org/10.1016/j.nedt.2015.10.015
19. Happell, B., Bennetts, W., Harris, S., Platania-Phung, C., Tohotoa, J., Byrne, L., & Wynaden, D. (2015). Lived experience in teaching mental health nursing: Issues of fear and power. International Journal of Mental Health Nursing, 24(1), 19–27. https://doi.org/10.1111/inm.12091
20. Happell, B., Byrne, L., McAllister, M., Lampshire, D., Roper, C., Gaskin, C. J., … Hamer, H. (2014). Consumer involvement in the tertiary-level education of mental health professionals: A systematic review. International Journal of Mental Health Nursing, 23(1), 3–16. https://doi.org/10.1111/inm.12021
21. Hegarty, M., Currow, D., Parker, D., Turnbull, B., Devery, K., Canning, D., & Yates, P. (2010). Palliative care in undergraduate curricula: Results of a national scoping study. Focus on Health Professional Education: A Multi-Disciplinary Journal, 12(2), 97–109.
22. Kopp, W., & Hanson, M. A. (2012). High-fidelity and gaming simulations enhance nursing education in end-of-life care. Clinical Simulation in Nursing, 8(3), e97–e102. https://doi.org/10.1016/j.ecns.2010.07.005
23. Moreland, S. S., Lemieux, M. L., & Myers, A. (2012). End-of-life care and the use of simulation in a baccalaureate nursing program. International Journal of Nursing Education Scholarship, https://doi.org/10.1515/1548-923x.2405
24. Mutto, E. M., Cantoni, M. N., Rabhansl, M. M., & Villar, M. J. (2012). A perspective of end-of-life care education in undergraduate medical and nursing students in Buenos Aires, Argentina. Journal of Palliative Medicine, 15(1), 93–98. https://doi.org/10.1089/jpm.2011.0238
25. Mutto, E. M., Errazquin, A., Rabhansl, M. M., & Villar, M. J. (2010). Nursing education: The experience, attitudes, and impact of caring for dying patients by undergraduate Argentinian nursing students. Journal of Palliative Medicine, 13(12), 1445–1450. https://doi.org/10.1089/jpm.2010.0301
26. Palliative Care Australia (2005). A guide to palliative care service development: A population based approach. Canberra, ACT: Palliative Care Australia.
27. Palliative Care Curriculum for Undergraduates (PCC4U) (2016). National Palliative Care Program. Retrieved from www.pcc4u.org
28. Queensland University of Technology (2011). Program of Experience in the Palliative Approach (PEPA). Retrieved from http://pepaeducation.com/
29. Ramjan, J. M., Costa, C. M., Hickman, L. D., Kearns, M., & Phillips, J. L. (2010). Integrating palliative care content into a new undergraduate nursing curriculum: The University of Notre Dame, Australia—Sydney experience. Collegian, 17(2), 85–91. https://doi.org/10.1016/j.colegn.2010.04.009
30. Sadhu, S., Salins, N. S., & Kamath, A. (2010). Palliative care awareness among Indian undergraduate health care students: A needs-assessment study to determine incorporation of palliative care education in undergraduate medical, nursing and allied health. Indian Journal of Palliative Care, 16(3), 154–159. https://doi.org/10.4103/0973-1075.73645
31. Schlairet, M. C. (2009). End-of-life nursing care: Statewide survey of nurses’ education needs and effects of education. Journal of Professional Nursing, 25(3), 170–177. https://doi.org/10.1016/j.profnurs.2008.10.005
32. Zheng, R. S., Guo, Q. H., Dong, F. Q., & Owens, R. G. (2015). Chinese oncology nurses’ experience on caring for dying patients who are on their final days: A qualitative study. International Journal of Nursing Studies, 52(1), 288–296. https://doi.org/10.1016/j.ijnurstu.2014.09.009
33. Zheng, R., Lee, S. F., & Bloomer, M. J. (2016). How new graduate nurses experience patient death: A systematic review and qualitative meta-synthesis. International Journal of Nursing Studies, 53, 320–330. https://doi.org/10.1016/j.ijnurstu.2015.09.013