Nursing students' first experience of death: Identifying mechanisms for practice learning. A realist review

• Published in: Nurse education today 2021-01, Vol.96, p.104637-104637, Article 104637
• Main Authors: Gorchs-Font, Núria, Ramon-Aribau, Anna, Yildirim, Meltem, Kroll, Thilo, Larkin, Philip J, Subirana-Casacuberta, Mireia
• Format: Article
• Language: English
• Subjects: Baccalaureate nursing student; Classroom Techniques; Classrooms; Death & dying; Death education; End of life decisions; Experiential learning; First patient death; Hospice care; Learning; Literature reviews; Nurse tutors; Nursing; Nursing education; Nursing education research; Nursing Students; Palliative care; Patients; Practice based education; Practice learning; Professional practice; Role models; Students
• ISSN: 0260-6917; 1532-2793
• DOI: 10.1016/j.nedt.2020.104637

Many studies regarding nursing student's first experience of facing the death of a patient have focused on classroom methods or exploring attitudes towards death and related fears or anxieties. This review is the first to identify the mechanisms that facilitate practice learning as a result of students' first time experience of handling a patient's death. A realist review as a form of a systematic review of the literature. The literature search focused on the earliest death experience of baccalaureate nursing students and end-of-life care, using databases MEDLINE, CINAHL, SCOPUS, ERIC, PSYCINFO. Three research questions were addressed following a five-step process of (1) defining the scope of review and developing a theoretical framework, (2) conducting a theory-driven purposive search for evidence, (3) appraising evidence and extracting data, (4) synthesizing data and drawing conclusions, and (5) disseminating findings; with iterative expert consultation and discussion to answer the five questions of any realist review: ‘what works, for whom, in what circumstances, how and why’. Thirteen publications were included. Practice learning involves both changes and context improvements to be assessed and discussed by managers, leaders, nurse educators-facilitators and students. The environment and nursing role models are an inherent part of practice learning. Further work is needed to theorize the twelve key outcomes laid out in this review. These proposals require further consensus and the inclusion of inputs from both students and nurses. The student nurse receives contradictory messages during the first experience of facing the death of a patient under their care. Considering the importance of this experience, specific indicators should be developed to track and guarantee and the optimal achievement of required competencies.