Impact of a Transformed Curriculum on Knowledge and Attitudes Using EOL Simulation

Abstract

BackgroundKnowledge and attitudes toward end-of-life (EOL) care are essential for students in nursing programs. During an undergraduate nursing curriculum transformation process, EOL content was moved to an earlier semester and assignments were revised to better align with new course objectives. Simulation was used to measure the impact of these changes on knowledge and attitudes of students towards EOL care. MethodsEOL scenarios available through the National League for Nursing were used before and after the transformed curricula. The impact of transformed EOL simulation delivery was evaluated on 141 students. PCQN and Frommelt Attitudes Toward Care of the Dying measurements were used to evaluate pre/posttest knowledge and attitudes towards EOL care. ResultsAttitudes toward EOL care were significantly improved (p < .000) regardless of timing of EOL simulation placement in the Curriculum, while no changes in EOL knowledge occurred within or between the groups. ConclusionThe transformed curriculum with EOL simulation was just as impactful on student attitudes toward care of the dying regardless of sequencing of EOL content in the nursing program.