Using simulation to teach nursing students how to deal with a euthanasia request

• Published in: PloS one Vol. 19; no. 3; p. e0299049
• Main Authors: Demedts, Dennis, Magerman, Jürgen, Goossens, Ellen, Tricas-Sauras, Sandra, Bilsen, Johan, De Smet, Stefaan, Fobelets, Maaike
• Format: Journal Article
• Language: English
• Published: United States Public Library of Science 28.03.2024; Public Library of Science (PLoS)
• Subjects: Biology and Life Sciences; Euthanasia; Evaluation; Internship programs; Medicine and Health Sciences; Methods; Nursing education; Nursing students; Online education; Palliative treatment; People and Places; Simulation methods; Social Sciences; Study and teaching; Training; Belgium
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0299049

Nursing students are confronted with euthanasia during their internship and certainly during their later career but they feel inadequately prepared in dealing with a euthanasia request. This study presents a simulation module focused on euthanasia and evaluates nursing students’ perceptions after they have completed the simulation practice. The ‘euthanasia module’ consisted of a preparatory online learning module, a good-practice video, an in-vivo simulation scenario, and a debriefing session. The module’s content was validated by four experts in end-of-life care. The module was completed by three groups of students from two different University Colleges (n = 17 in total). The students were divided into three groups: one with no previous simulation education experience, one with all students having previous experience, and another with a mix of experiences. After completing the entire module, each group had a discussion regarding their perceptions and expectations concerning this simulation module. Thematic content analysis was conducted on audio-recorded group interviews using NVIVO ® software, involving initial open coding, transformation into specific themes and subthemes through axial coding, and defining core themes through selective coding, with data analysis continuing until data saturation was reached. Students generally found the online learning module valuable for background information, had mixed perceptions of the good-practice video, and appreciated the well-crafted scenarios with the taboo of euthanasia emerging during simulations, while the debriefing process was seen as enhancing clinical reasoning abilities. Students considered the simulation module a valuable addition to their education and nursing careers, expressing their satisfaction with the comprehensive coverage of the sensitive topic presented without sensationalism or taboos. This subject holds significance for nations with established euthanasia laws and those lacking such legal frameworks. The findings of this study can aid teachers in developing and accessing euthanasia simulation training programs, contributing to broader education’s emphasis on integrating euthanasia-related knowledge and skills.