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Dissertation/Thesis Abstract

Nurse Faculty Perceptions of End-of-Life Education in the Clinical Setting: A Phenomenological Perspective
by Jeffers, Stephanie, Ph.D., Villanova University, 2011, 168; 3495743
Abstract (Summary)

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. Because advances in technology are keeping patients alive longer than expected, patients and their families require more education about available end-of-life options. 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. Clinical nursing faculty's experiences and perceptions of end-of-life care influence nursing students' experiences with dying patients.

This phenomenological study explored clinical nursing faculty's lived experiences guiding nursing students as the students cared for dying patients in their clinical practica. The researcher conducted individual participant interviews with faculty until no further themes arose and the data was saturated. Clinical nursing faculty from two colleges were recruited to participate in this study.

Indexing (document details)
Advisor: Copel, Linda
Commitee: Todd-Magel, Catherine
School: Villanova University
Department: College of Nursing
School Location: United States -- Pennsylvania
Source: DAI-B 73/06, Dissertation Abstracts International
Subjects: Nursing
Keywords: End of life, Nursing education, Nursing faculty, Phenomenology
Publication Number: 3495743
ISBN: 978-1-267-19524-1
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