A qualitative descriptive study of novice and advanced beginner nurse's experiences caring for patients and their families at the end-of-life
Bethany A. Nasser, PhD, RN
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Nurses are the primary healthcare professionals that spend the most time caring for seriously ill patients. Nurses have a responsibility to care for patients at the end of their lives, to relieve pain, and promote dignity so that patients can experience a peaceful death. As our elderly population grows and chronic health problems increase, there is a need to teach nurses and nursing students End-of-Life Care (EOLC). New nurses must be properly prepared to provide sensitive, quality care to dying patients and their families. Nursing students do not have opportunities during clinical training to care for patients that are dying, and undergraduate education does not cover critical components of EOLC. These components may include how to talk to the dying patient and the family, pain control, and postmortem care. Therefore, further research is necessary to determine how to appropriately bridge this gap.
A qualitative, descriptive phenomenological study assessed Novice and Advanced Beginner nurses’ experiences caring for patients and their families at the End of Life (EOL) and determined if and how their nursing program prepared them to speak with and care for dying patients and their families. The study provides a phenomenological approach using one-on-one interviews with each subject to identify common themes. The subjects in this study represented a convenient sample of seventeen graduate Registered Nurses who have been practicing nursing for one year or less. Based on the results of the study, the following four themes of EOLC evolved from the interviews: 1) caring for the patient, 2) caring for the family, 3) caring for the nurse, and 4) being prepared. New nurses may encounter dying patients and their families working in any area of nursing, so it is essential they be prepared to provide quality EOLC to these patients. Regardless of the lack of experience or formal instruction in ELOC during nursing school, the majority of new nurses from this study still aimed to care for dying patients and their families with compassion and dignity. Dying patients deserve to receive the best quality care at the end of life and deserve to die with dignity surrounded by family and friends. EOLC education in nursing school curriculum can help nurses achieve this healthcare goal.
|Review Type||None: Degree-based Submission|
|Research Approach||Qualitative Research|
Families of Patients
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Nasser, Bethany A.; Fisher, Kelly; Ochberg, Richard; Earle, JeanneA qualitative, descriptive study assessed Novice and Advanced Beginner nurses' experiences caring for patients and their families at the End of Life and assessed if and how their nursing program prepared them. Themes: ...
Qualitative exploration of undergraduate nursing student perceptions of end-of-life care of families of dying patients Alt-Gehrman, Penny A. (2017-10-18)Nurses spend the most time with dying patients and their families. Nursing school is an optimal place to provide this information, which is not well-developed. The purpose is to examine nursing students need to feel confident ...
Nurses experiences' of end-of-life care in the intensive care unit: A meta-synthesis of qualitative studies Korsah, Emmanuel Kwame; Schmollgruber, ShelleyThe intensive care setting is best designed to save lives with no place for comfort and end-of-life care. Nursing patients at the end-of-life and their families aided by sophisticated technology and intensive care in such ...
Jeffers, Stephanie M.Novice nurses are faced with the reality of learning how to prioritize care for all patients, including those who are terminally ill. The purpose of this research study was to explore the experiences of novice registered ...
Hillier, Maureen (2017-07-19)Purpose: Nursing education has identified gaps in student knowledge and has admitted to a sub-optimal amount of student education on death and dying education in current curriculums (Beck, 1997; Delaney, 2003; Rush, ...