The objectives of this study were to evaluate the effects in knowledge, attitudes, and ethical issues of student nurses. Form 2002 to 2003, thirty-seven student nurses was enrolled in a four or five weeks course of clinical practice for “Medical-Surgical Nursing” in the hospice palliative care unit of the NATIONAL Taiwan University Hospital. The questionnaire, assessing student nurses’ knowledge and attitudes towards towards ethical dilemmas, was used to assess philosophy and clinical management, and attitudes regarding common ethical issues before and after the educational intervening program. The Wilcoxon Signed Ranks test was used to examine pre-and post-training composite score. The findings showed that the clinical practice heighten the knowledge and attitudes for palliative care in student nurses (Z=-3.527, P<.001; Z=-1.750, P<0.05). Regarding attitudes for the student nurses towars the ethical dilemmas of artificial hydration and nutrition, in which was not of benefit in terminal patients, had increased in student nurses after clinical practice program. The three leading educational needs were communicative skills, management of physical discomfort and methods of emotional support. The attitudes of palliative care positively correlated with the agreement of ethical issues and educational needs (r=0.63, p<0.01; r=0.53, p<0.05). It was suggested to hold a seminar toward the end-of-life care for clinical tutors. The results of this study should encourage those providing or planning in training opportunities for student nurses in the area of end-of-life.
The objectives of this study were to evaluate the effects in knowledge, attitudes, and ethical issues of student nurses. Form 2002 to 2003, thirty-seven student nurses was enrolled in a four or five weeks course of clinical practice for “Medical-Surgical Nursing” in the hospice palliative care unit of the NATIONAL Taiwan University Hospital. The questionnaire, assessing student nurses’ knowledge and attitudes towards towards ethical dilemmas, was used to assess philosophy and clinical management, and attitudes regarding common ethical issues before and after the educational intervening program. The Wilcoxon Signed Ranks test was used to examine pre-and post-training composite score. The findings showed that the clinical practice heighten the knowledge and attitudes for palliative care in student nurses (Z=-3.527, P<.001; Z=-1.750, P<0.05). Regarding attitudes for the student nurses towars the ethical dilemmas of artificial hydration and nutrition, in which was not of benefit in terminal patients, had increased in student nurses after clinical practice program. The three leading educational needs were communicative skills, management of physical discomfort and methods of emotional support. The attitudes of palliative care positively correlated with the agreement of ethical issues and educational needs (r=0.63, p<0.01; r=0.53, p<0.05). It was suggested to hold a seminar toward the end-of-life care for clinical tutors. The results of this study should encourage those providing or planning in training opportunities for student nurses in the area of end-of-life.
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