5/1/2013. Arman Davis, Ph.D., Angela Russell, Ph.D., Janet Sopcheck, MA, & Linda Washington-Brown, Ph.D. Inception of the End-of-Life Program

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1 6-A SECOND The integration of Caring Science within nursing simulations as an effective teaching strategy in an End-of- Life Course at a Registered Nurse- Baccalaureate Program Janet Sopcheck, RN, MA, CCRN, CEN, CAN is an assistant professor in the RN-BSN Program at Broward College, Davie, Florida. Ms. Sopcheck developed and participated as faculty in an Endof-Life Course for the program. She is presently enrolled in the doctoral program at Florida Atlantic University, Boca Raton, Florida. Her interests and studies are focused on end-of-life care. Dr Linda Washington-Brown holds a PhD in Nursing and completed Doctoral candidacy work in Education Psychology from the University of Miami. She also holds an Executive Juris Doctorate from Concord Law School and a PhD in Christian Counseling from Jacksonville Theological Seminary. She is nationally certified as an Advanced Registered Nurse Practitioner with over 40 years in professional nursing practice and 28 years in academia at the associate, bachelors, masters, and doctorate levels. She is an American Nurse Association Minority Fellow in Washington, DC, and has served as a consultant and a site visitor for local and national educational programs in the development and evaluation of nursing and allied health curriculum at the basic and advanced levels; including the Council on Collegiate Nursing Education and the Florida Board of Education. I have served as a grant reviewer for the Florida State Department of Emergency Medical Services and a federal grant reviewer for HRSA. Dr. Arman Davis a nursing professor at Broward College in Davie, Florida teaching in the RN- BSN program. Prior to joining the BSN program, she taught for the ADN program; and concurrently served as an adjunct faculty for Barry and Nova universities in the RN-BSN programs. Prior to her joining academia Dr. Davis was employed as the Infusion Nurse Educator for the Memorial Healthcare System in Florida. Dr. Angela Russell teaches in the RN-BSN program at Broward College and uses simulations as a effective teaching strategy in an end-of-life course. Dr. Christine Williams is the Ronald and Elizabeth Blake Distinguished Professor in Nursing and Director of the PhD Program in Nursing at the Christine E Lynn College of Nursing, Florida Atlantic University in Boca Raton, FL. Dr. Williams has published extensively about her area of expertise: mental health and aging. As a seasoned researcher and educator, she regularly presents her work to regional, national and international audiences. She is lead author of a book published by Jones and Bartlett entitled Therapeutic Interaction in Nursing. This book is designed to guide nurses and nursing students to develop competencies in therapeutic communication in a wide range of situations including interactions with children and adults from diverse backgrounds who are seeking nursing care.

2 Arman Davis, Ph.D., Angela Russell, Ph.D., Janet Sopcheck, MA, & Linda Washington-Brown, Ph.D. Inception of the End-of-Life Program Value of high-fidelity simulation to foster reality based learning Watson s Theory of Human Caring Identify the processes employed in facilitating caring moments within reality-based simulated end of life patient scenarios. Describe communication strategies used with nursing students to enhance patient and family dialogue regarding end-of-life issues. 1

3 Identify two examples of reality-based scenarios using high-fidelity simulation and the use of debriefing as a means to enhance learning. Illustrate use of interprofessional education strategies that provide the learners with knowledge, skills and attitudes essential for collaborative care of the dying patient. Honor s Course within RN-BSN Program Eight week Session Four 3 hour laboratory sessions for reality based end-of-life patient-family centered caring scenarios Reality-Based Scenarios Debriefing Session Conducted after each simulation Reflective mapping process Identify missed opportunities Caring concepts explored Lived experience of caring moments 2

4 Effective communication Co-participatory teaching-learning Experiential learning Supports growing body of research Integrates concepts of Caring Science Assimilation of caring with end of life simulations Caritas Process # 5 Ability to express positive and negative feelings related to simulated reality-based experiences Caritas Process # 6 Enhance creativity through empirical, aesthetic, personal and ethical knowing 3

5 Assimilation of caring with end of life simulations Caritas Process # 7 Simulation fosters transformational learning in a coparticipatory process of being with and transitioning meanings Caritas Process # 8 Creates a supportive and protective learning environment with debriefings to facilitate openness and exchange Positive feelings about their ability to care for patients/families in terminal stage of life Learning enhanced through pre-simulation theoretical knowledge followed by reality-based exercises Ability to practice caring moments through effective, empathetic conversations Afforded a mechanism to illustrate lived experiences Promoted comfortability and connectedness within caring moments Provided constructive feedback on missed opportunities 4

6 Apply theory into clinical practice Assimilate critical thinking within scenarios Recognize the psychosocial and cultural multidimensional aspects of end-of-life caring Practice Include students in end-of-life caring practical experiences Theory Incorporate a caring theory to further validate the application of caring science within simulation praxis Research Compare traditional methods of learning to hi-fidelity simulation exercises in end of life care Allchin, L. (2006). Caring for the dying. Nursing student perspectives. Journal of Hospice and Palliative Nursing, 8(2), Carper, B. (1978). Fundamental patterns of knowing in nursing. Advances in Nursing Science,1(1), Davis, A.H. & Kimble, L.P. (2011). Human patient simulation evaluation rubrics for nursing education: Measuring the essentials of baccalaureate education for professional nursing practice. Journal of Nursing Education, 50(11), Dreifuerst, K.T. (2009). The essentials of debriefing in simulation learning: A concept analysis. Nursing Education Perspectives, 30(2), Garret, B., MacPhee, M., & Jackson, C. (2010). High-fidelity patient simulation: Considerations for effective learning. Nursing Education Perspectives, 31(5), Gates, M.G., Parr, M.B., & Hughen, J.E. (2012). Enhancing nursing knowledge using high-fidelity simulation. Journal of Nursing Education, 51(1), Hirokawa, R.Y., Daub, K., Lovell, E., Smith, S., Davis, A., & Beck, C. (2012). Using a human patient simulator to study the relationship between communication and nursing students team performance. Journal of Nursing Education, 51(11), Jeffries, P.R. (2005). Designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives, 26(2), Ladd, C., Grimley, K., Hickman, C., Touhy, T.A. (2013). Teaching end-of-life nursing using simulation. Journal of Hospice & Palliative Nursing, 15(1), Lusk, J.M. & Fater, K.(2013). Postsimulation debriefing to maximize clinical judgment development. Nurse Educator, 38(1), Medley, C.F. & Horne, C. (2005). Using simulation technology for undergraduate nursing education. Journal of Nursing Education, 44(1),

7 Moreland, S.S., Lemieux, M.L. & Myers, A. (2012). End-of-life care and the use of simulation in a baccalaureate nursing program. International Journal of Nursing Education Scholarship, 9(1), Panosky, D. (2009). Teaching caring and empathy through simulation. International Journal for Human Caring, 13(3), Schoening, A.M., Sittner, B.J. & Todd, M.J. (2006). Simulated clinical experience. Nursing students perceptions and the educators role. Nurse Educator, 31(6), Smith, M., Warland, J. & Smith, Colleen (2012). An innovative strategy in evaluation: Using a sudent engagement framework to evaluate role-based simulation. Journal of Nursing Education, 51(3), Smith-Stoner, M. (2009). Using high-fidelity simulation to educate nursing students about end-oflife care. Nursing Education Perspectives, 30(2), Tuxbury, J.S., McCauley, P.M., & Lement, W. (2012). Nursing and theatre collaborate: An end-oflife simulation using forum theatre. Journal of Nursing Education, 51(8), Twigg, R.D. & Lynn, M.C. (2012) Teaching end-of-life care via a hybrid simulation approach. Journal of Hospice & Palliative Nursing, 14(5), Watson, J. & Woodward, T.K.(2010) Jean Watson s Theory of Human Caring. In M. E. Parker & M.C. Smith (Eds), Nursing Theories & Nursing Practice ( ). Philadelphia, PA: F.A. Davis Company. 6