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Difficult Conversations in Palliative Care: Innovations in Learning
Deborah A Halliday1, Paulette Dorney, Jennifer Landis
1About the Authors Deborah A. Halliday, RN, is a doctoral candidate and member of the nursing faculty, Department of Nursing and Public Health, Moravian College, Bethlehem, Pennsylvania. Paulette Dorney, PhD, RN, CCRN-K, is an assistant professor of nursing and director, Accelerated Post Baccalaureate Program, Department of Nursing and Public Health, Moravian College. Jennifer Landis, BA, is a simulation and media technician, Department of Nursing and Public Health, Nursing Simulation Lab, Moravian College. For more information, write to hallidayd@moravian.edu.
Abstract:
Accelerated nursing students have a short time frame in which to assimilate knowledge as postbaccalaureate nursing programs are approximately 16 months in length. Research has demonstrated limited innovative evidence-based teaching strategies when developing palliative care curricula in accelerated nursing programs. The authors addressed this gap by using student-centered learning activities and simulation within the context of an end-of-life course. This novel approach allowed students the opportunity to practice important therapeutic communication skills while enhancing their knowledge of palliative nursing care.
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