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End-of-life care: an educational intervention for rural nurses in southeastern USA
Leisa R Easom1, Steven Galatas, Mariaf Warda
1Macon State College, Division of Nursing and Health Sciences, 100 College Station Drive, Macon, Georgia 31206 USA. leasom@mail.MaconState.edu
Aim:
To assess the impact of three educational presentations as an intervention for increasing knowledge of end-of-life care for rural nurses in assisted living and nursing home environments.
Design:
A repeated measures design (quantitative component) evaluated the effects of the educational intervention. Two open-ended questions yielded qualitative data.
Sample And Setting:
A convenience sample (n = 9) of Registered Nurses and Licensed Practical Nurses employed in an assisted living facility or nursing home in the rural, southeastern region of the USA. Level of nursing experience ranged from 6 to 28 years.
Analysis:
Frequency distributions, difference of means test for paired samples.
Results:
Post test scores were significantly higher (t = 6.999; p < 0.001) than pretest scores regarding overall knowledge on end-of-life care. Attitudes and perceptions of participants changed in defining what constitutes a 'good death'.
Conclusions:
Classroom educational presentations are an effective means of changing attitudes and improving end-of-life care knowledge. Additional education and support for rural nursing personnel involved with residents of long-term care may enhance end-of-life care.
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