Undergraduate Nursing Students' Attitudes Towards End-of-Life Care Using High-Fidelity Simulation
Conference Tracks
Teaching Practices (Poster Only) – Analysis, synthesis, reflection, and discussion
Abstract
High-fidelity simulation is an alternative learning strategy designed to teach undergraduate nursing students basic, assessment, and communication skills in a safe environment. Mastery of these skills is critical to nursing students as they develop attitudes and confidence towards end-of-life care. This state-of-the-art teaching practice was applied to an upper level Baccalaureate of Science in Nursing (BSN) program which offered limited experience in providing end-of-life care to older adult patients. This poster presentation will focus on presenting 1) effective teaching strategies using high-fidelity simulation; 2) perceived attitude towards end-of-life care; 3) perceived competence; and 4) perceived confidence.
Session Format
Poster
1
Location
Harborside Ballroom East
Recommended Citation
Sue-Ling, Carolyn B. and Lawrence, Martha Kay, "Undergraduate Nursing Students' Attitudes Towards End-of-Life Care Using High-Fidelity Simulation" (2020). SoTL Commons Conference. 117.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2020/117
Undergraduate Nursing Students' Attitudes Towards End-of-Life Care Using High-Fidelity Simulation
Harborside Ballroom East
High-fidelity simulation is an alternative learning strategy designed to teach undergraduate nursing students basic, assessment, and communication skills in a safe environment. Mastery of these skills is critical to nursing students as they develop attitudes and confidence towards end-of-life care. This state-of-the-art teaching practice was applied to an upper level Baccalaureate of Science in Nursing (BSN) program which offered limited experience in providing end-of-life care to older adult patients. This poster presentation will focus on presenting 1) effective teaching strategies using high-fidelity simulation; 2) perceived attitude towards end-of-life care; 3) perceived competence; and 4) perceived confidence.
