Developing graduate student competency in providing culturally sensitive end of life care in critical care environments - A pilot study of a teaching innovation

Journal article


Northam, Holly L., Hercelinskyj, Gylo, Grealish, Laurie and Mak, Anita S.. (2015). Developing graduate student competency in providing culturally sensitive end of life care in critical care environments - A pilot study of a teaching innovation. Australian Critical Care. 28(4), pp. 189 - 195. https://doi.org/10.1016/j.aucc.2014.12.003
AuthorsNortham, Holly L., Hercelinskyj, Gylo, Grealish, Laurie and Mak, Anita S.
Abstract

Background: Australia's immigration policy has generated a rich diverse cultural community of staff and patients in critical care environments. Many different cultural perspectives inform individual actions in the context of critical care, including the highly sensitive area of end of life care, with nurses feeling poorly prepared to provide culturally sensitive end of life care.

Purpose: This article describes and evaluates the effectiveness of an educational innovation designed to develop graduate-level critical care nurses’ capacity for effective interpersonal communication, as members of a multi-disciplinary team in providing culturally sensitive end-of-life care.

Methods: A mixed method pilot study was conducted using a curriculum innovation intervention informed by The Excellence in Cultural Experiential Learning and Leadership Program (EXCELL),<sup>1</sup> which is a higher education intervention which was applied to develop the nurses’ intercultural communication skills. 12 graduate nursing students studying critical care nursing participated in the study. 42% (n = 5) of the participants were from an international background. Information about students’ cultural learning was recorded before and after the intervention, using a cultural learning development scale. Student discussions of end of life care were recorded at Week 2 and 14 of the curriculum. The quantitative data was analysed using descriptive statistical analysis and qualitative data was thematically analysed.

Results: Students demonstrated an increase in cultural learning in a range of areas in the pre-post surveys including understandings of cultural diversity, interpersonal skills, cross cultural interactions and participating in multicultural groups. Thematic analysis of the end of life discussions revealed an increase in the levels of nurse confidence in approaching end of life care in critical care environments.

Conclusion: The EXCELL program provides an effective and supportive educational framework to increase graduate nurses’ cultural learning development and competence to manage culturally complex clinical issues such as end of life care, and is recommended as a framework for health care students to learn the skills required to provide culturally competent care in a range of culturally complex health care settings.

Year2015
JournalAustralian Critical Care
Journal citation28 (4), pp. 189 - 195
PublisherElsevier Australia
ISSN1036-7314
Digital Object Identifier (DOI)https://doi.org/10.1016/j.aucc.2014.12.003
Scopus EID2-s2.0-84946486179
Page range189 - 195
Research GroupSchool of Nursing, Midwifery and Paramedicine
Publisher's version
File Access Level
Controlled
Place of publicationAustralia
Permalink -

https://acuresearchbank.acu.edu.au/item/853qy/developing-graduate-student-competency-in-providing-culturally-sensitive-end-of-life-care-in-critical-care-environments-a-pilot-study-of-a-teaching-innovation

Restricted files

Publisher's version

  • 106
    total views
  • 0
    total downloads
  • 12
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Enablers of the interpersonal relationship between registered nurses and students on clinical placement : A phenomenological study
Rebeiro, Geraldine, Foster, Kim, Hercelinskyj, Gylo (Julie) and Evans, Alicia. (2021). Enablers of the interpersonal relationship between registered nurses and students on clinical placement : A phenomenological study. Nurse Education in Practice. 57, p. Article 103253. https://doi.org/10.1016/j.nepr.2021.103253
Mental health nursing : Applying theory to practice
Hercelinskyj, Gylo and Alexander, Louise. (2020). Mental health nursing : Applying theory to practice Cengage Learning Australia.
Emotional labour in mental health nursing: An integrative systematic review
Edward, Karen-Leigh, Hercelinskyj, Gylo and Giandinoto, Jo-Ann. (2017). Emotional labour in mental health nursing: An integrative systematic review. International Journal of Mental Health Nursing. 26(3), pp. 215 - 225. https://doi.org/10.1111/inm.12330
Motivations of nursing students regarding their educational preparation for mental health nursing in Australia and the United Kingdom: A survey evaluation
Edward, Karen-Leigh, Warelow, Philip, Hemingway, Stephen, Hercelinskyj, Gylo, Welch, Anthony, McAndrew, Sue and Stephenson, John. (2015). Motivations of nursing students regarding their educational preparation for mental health nursing in Australia and the United Kingdom: A survey evaluation. BMC Nursing. 14(29), pp. 1 - 5. https://doi.org/10.1186/s12912-015-0084-8
Perceptions from the front line: Professional identity in mental health nursing
Hercelinskyj, Gylo, Cruickshank, Mary T., Brown, Peter A. and Phillips, Brian N.. (2014). Perceptions from the front line: Professional identity in mental health nursing. International Journal of Mental Health Nursing. 23(1), pp. 24 - 32. https://doi.org/10.1111/inm.12001
Simulation to Practice: Developing Nursing Skills in Mental Health: An Australian Perspective
Edward, Karen-Leigh, Hercelinskyj, Gylo, Warelow, Philip and Munro, Ian. (2007). Simulation to Practice: Developing Nursing Skills in Mental Health: An Australian Perspective. The International Electronic Journal of Health Education. 10, pp. 60 - 64.
Burnout in the caring nurse: Learning resilient behaviours.
Edward, Karen-Leigh and Hercelinskyj, Gylo. (2007). Burnout in the caring nurse: Learning resilient behaviours. British Journal of Nursing. 16(4), pp. 240 - 242. https://doi.org/10.12968/bjon.2007.16.4.22987