Affective learning in end-of-life care education: the experience of nurse educators and students.
Preparing future nurses to care for dying patients and their families represents a challenge for nursing education. Affective learning, essential to nurture a caring perspective in end-of-life care, can elicit strong emotional reactions in students, to which nurse educators must remain keenly sensitive. This article presents the experience of nurse educators and students with experiential and reflective activities addressing the affective domain of learning, within an intensive 4-week undergraduate course on end-of-life care, developed with a competency-based approach. It stressed the importance of strategic teaching for developing interpersonal competencies in end-of-life care, but revealed difficulties for both nurse educators and students in assessing outcomes derived from affective learning.
Brien
Louise-Andrée
LA
Faculty of Nursing, Université de Montréal, Quebéc, Canada. louise-andree.brien@umontreal.ca
Legault
Alain
A
Tremblay
Nicole
N
D000339:Affect; D001291:Attitude of Health Personnel; D002983:Clinical Competence; D003162:Competency-Based Education / Q000458:organization & administration; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D005181:Faculty, Nursing / Q000458:organization & administration; D006801:Humans; D007858:Learning; D017145:Models, Educational; D016294:Models, Nursing; D024802:Nurse's Role / Q000523:psychology; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D018794:Problem-Based Learning / Q000458:organization & administration; D016730:Program Development; D015397:Program Evaluation; D011792:Quebec; D013338:Students, Nursing / Q000523:psychology*; D011795:Surveys and Questionnaires; D013727:Terminal Care / Q000458:organization & administration / Q000523:psychology