Scholarlink

Background <p>Last hours of life (LHoL) care is crucial but often uncovered in training programs. Practical experience is essential for developing skills, and clinical simulations with standardized patients offer valuable learning opportunities. Despite their potential, research on LHoL simulations is limited. To address this gap, a LHoL simulated scenario (SS) was developed.</p> Objective <p>To analyze medical and nursing students’ experiences after conducting a LHoL SS and its perceived impact on their professional development.</p> Methods <p>A qualitative study was conducted with students enrolled in a Palliative Care course during 2021–2022. A total of 187 sixth-year medical and 129 fourth-year nursing students were invited; 180 participated (93 medical, 87 nursing). Data were collected using open-ended questions and analyzed through thematic analysis with triangulation by five researchers, comparing and contrasting the experiences of medical and nursing students.</p> Results <p>Students’ experiences were categorized into three main themes: (a) an overall positive experience which elicited emotions, (b) a realistic experience in a safe environment, and (c) a useful “learning” experience for future professional practice. Related to learning outcomes, students highlighted the following: (a) understanding the importance of the contribution of professionals at the end of life, (b) emphasizing the humanistic perspective, (c) providing clinical guidance, and (d) exercising introspective self-knowledge.</p> Conclusion <p>Completing a LHoL SS was defined as a positive experience by the students, providing a secure and reflective environment that offered a technical guide for addressing difficult situations while encouraging reflective engagement. This experience enhanced their awareness of human aspects above and beyond professional roles and offered practical guidance aligned with the goals of palliative care education and broader curricular standards.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Learning Last Hours of Life Care Through Patient Simulation Scenario: Experiences of Medical and Nursing Undergraduate Students

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年7月16日

查看全文
  • Sandra Rubio Bernabé,
  • Leire Sevillano Garayoa,
  • Amaia Urrizola Martínez,
  • Ana Carvajal Valcárcel,
  • Leire Arbea Moreno,
  • Carlos Centeno Cortés,
  • María Arantzamendi

摘要

Background

Last hours of life (LHoL) care is crucial but often uncovered in training programs. Practical experience is essential for developing skills, and clinical simulations with standardized patients offer valuable learning opportunities. Despite their potential, research on LHoL simulations is limited. To address this gap, a LHoL simulated scenario (SS) was developed.

Objective

To analyze medical and nursing students’ experiences after conducting a LHoL SS and its perceived impact on their professional development.

Methods

A qualitative study was conducted with students enrolled in a Palliative Care course during 2021–2022. A total of 187 sixth-year medical and 129 fourth-year nursing students were invited; 180 participated (93 medical, 87 nursing). Data were collected using open-ended questions and analyzed through thematic analysis with triangulation by five researchers, comparing and contrasting the experiences of medical and nursing students.

Results

Students’ experiences were categorized into three main themes: (a) an overall positive experience which elicited emotions, (b) a realistic experience in a safe environment, and (c) a useful “learning” experience for future professional practice. Related to learning outcomes, students highlighted the following: (a) understanding the importance of the contribution of professionals at the end of life, (b) emphasizing the humanistic perspective, (c) providing clinical guidance, and (d) exercising introspective self-knowledge.

Conclusion

Completing a LHoL SS was defined as a positive experience by the students, providing a secure and reflective environment that offered a technical guide for addressing difficult situations while encouraging reflective engagement. This experience enhanced their awareness of human aspects above and beyond professional roles and offered practical guidance aligned with the goals of palliative care education and broader curricular standards.