Nurse faculty perceptions of end-of-life education in the clinical setting: A phenomenological perspective

Abstract

Background

Caring for patients at the end of life is an emotionally and physically challenging task. When patients approach the end of life, nurses are in a key position to enhance their quality of life by providing emotional support and physical symptom management. Patients and their families need nurses who are comfortable discussing various treatment options and levels of care. Therefore, it is essential that nurses receive both didactic and clinical education on end-of-life nursing care in their nursing curriculum, before entering the healthcare workforce.

Objectives

The purpose of this interpretive phenomenological study was to explore the experiences of nursing clinical instructors as they guide nursing students who care for dying patients in the clinical setting.

Design

The research design of this study was qualitative.

Setting

This study sought to explore the experiences of nursing clinical instructors; however, due to the busy nature of hospital nursing units, participants were interviewed in a private location on their university campus.

Participants

Ten full-time nursing faculty members participated in this study. The average time spent in a full time faculty position was 16.5 years.

Methods

A semi-structured interview was conducted with each participant. The interviews were recorded and transcribed. Data was analyzed utilizing Colaizzi's method of thematic analysis.

Results

Six major themes emerged from the data, which will be discussed and illustrated with participants' descriptions.

Conclusions

It was evident from this study that educating nursing students on care of a dying patient is not only important but essential to future nursing practice. Nurses who learn about end-of-life care from trusted nursing educators may enter the profession prepared to address patient's questions regarding end of life issues.