Abstract
•Describe nursing student knowledge, self-efficacy and attitudes around caring for the dying patient across class years.•Discuss the relationship between nursing student experience with caring for a dying patient and their attitudes around caring for the dying patient. Caring for the dying patient can be distressing for nursing students. End of life (EOL) care is an essential skill for the professional nurse and the nursing student must prepare to provide quality care to these patients, while maintaining their own emotional health. Little is known about current student nurse knowledge, self-efficacy or attitudes towards EOL care. Describe the knowledge, self-efficacy, and attitudes towards EOL care among nursing students at a northeastern traditional baccalaureate program and examine correlations between student demographics and outcomes. Nursing students from the sophomore to senior levels were sent an online survey consisting of demographic questions, the Frommelt Attitude Toward Care of the Dying (FATCOD), the Knowledge Assessment, and Self-Efficacy Assessment Instruments. The response rate was 25%. Multivariate modeling was used to identify correlates of student knowledge, self-efficacy and attitudes. Sixty-nine sophomore (22%), junior (52%), and senior (26%) nursing students completed the survey. The sample was 87% white, 98% female and 71% had cared for a dying person, either in clinical or personal life. On average, students scored 5.8 (out of 7) on knowledge, scored 35 (out of 48) on self-efficacy and held positive attitudes towards EOL care. Class year was the only correlate of knowledge, while student’s attitudes and class year impacted their self-efficacy. Students’ attitudes towards EOL care were correlated with ethnicity, previous experience with EOL care, age and self-efficacy. Enhancing student exposure to EOL care in the clinical environment positively impacts their attitudes towards caring for the dying patient.
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