Abstract
Despite decades of acknowledgement among nursing academics and organizations, end-of-life (EOL) nursing education is significantly lacking. Insufficient EOL care education leaves nursing students feeling ill-prepared to adequately care for clients and their loved ones at EOL. Though the literature reveals a recent increase in didactic and simulation-related EOL education sporadically being integrated into nursing curricula, minimal research addresses important topics of pediatric EOL care and provision of therapeutic communication, considered critical to EOL care. End-of-life clinical experiences, particularly in pediatrics, are limited for pre-licensure nursing students. Though effective, simulations can be costly and timely to execute, are restricted by limited availability of space, and require facilitators who are adequately trained in provision of EOL care. Such barriers prompt the question as to whether there is a more cost and time-effective alternative to active simulation, by which students can gain improved self-efficacy in provision of therapeutic communication during pediatric EOL situations.
Sigma Membership
Upsilon Omicron
Lead Author Affiliation
University of North Alabama, Florence, Alabama, USA
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Nursing Education, Self-Efficacy, End-of-Life Clinical Experiences, Therapeutic Communication
Advisor
Alice March
Second Advisor
Stephen Tomlinson
Third Advisor
Megan Lippe
Fourth Advisor
Nirmalla Erevelles
Degree
Doctoral-Other
Degree Grantor
The University of Alabama
Degree Year
2018
Recommended Citation
Clark, Stephanie, "Vicarious learning and perceived self-efficacy among pre-licensure nursing students during pediatric end-of-life situations" (2023). Dissertations. 520.
https://www.sigmarepository.org/dissertations/520
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2023-06-27
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10976366; ProQuest document ID: 2186898174. The author still retains copyright.