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

BackgroundCaring 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.ObjectivesThe 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.DesignThe research design of this study was qualitative.SettingThis 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.ParticipantsTen full-time nursing faculty members participated in this study. The average time spent in a full time faculty position was 16.5 years.MethodsA semi-structured interview was conducted with each participant. The interviews were recorded and transcribed. Data was analyzed utilizing Colaizzi's method of thematic analysis.ResultsSix major themes emerged from the data, which will be discussed and illustrated with participants' descriptions.ConclusionsIt 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.