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Assessment of nursing students' readiness to end-of-life-care after 40-hours practical classes including
Lena Serafin1, Natalia Pawlak2,3, Maria Wysocka4,5
1Department of Clinical Nursing, Health Sciences Faculty, Medical University of Wasaw, Ciołka Street 27, Warsaw, 01-445, Poland. lena.serafin@wum.edu.pl.
Background:
Nursing students often feel unprepared to provide care for terminally ill patients, particularly in palliative settings. The emotional demands of end-of-life care require nurses to develop not only clinical skills, but also emotional resilience and effective communication. Equally important is a holistic approach that considers the physical, psychological, social, and spiritual needs of patients and their families. Storytelling as an educational tool has been shown to enhance empathy and understanding among nursing students and provides them with skills to navigate the complex emotional landscape of palliative care.
Aim:
This study analysed the effects of practical palliative care classes on nursing students' readiness to provide end-of-life care, using storytelling as a supplementary teaching method.
Methods:
A multi-methods approach was used with a combination of quantitative and qualitative data. The participants comprised nursing students in a 40-h palliative care course, 11 took part in qualitative part and 16 in quantitative. Data were collected using semi-structured interviews and the FATCOD-BP questionnaire, which measured attitudes towards caring for dying.
Results:
The results demonstrated a significant improvement in students' attitudes towards caring for terminally ill patients after completing the course (Z = 2.65, p = 0.008, r = 0.47.). However, participants expressed a need for more training, especially in communication with patients and families and emphasized the emotional challenges of this care. Students felt that storytelling helped them to develop a more holistic understanding of patient care and to focus on emotional and psychological aspects.
Conclusion:
The study shows that a 40-h clinical course is not sufficient for shaping full preparedness for care at the end of life, including the dying process, and for supporting students' emotional well-being. It highlights the importance of incorporating storytelling and narrative techniques into nursing curricula.
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