| Sumario: | Significance & Background: Between 2020 and 2022, the organization's nurse residency curriculum addressed end-of-life (EOL) care through an introduction to the Palliative Care Team. Analysis of our Casey-Fink (CF) EOL Care Survey and anecdotal conversations showed our nurse residents did not feel prepared to navigate EOL care. Purpose: To determine if a multimodal approach to EOL education utilizing higher level learner engagement strategies like case study and simulation can improve EOL CF survey scores and readiness for EOL care. Interventions: The Nursing Professional Development (NPD) team revised the curriculum in January 2023 and incorporated case-based learning and simulation. The simulation used SPs to portray the patient and family member, allowing for a more realistic and emotionally nuanced experience. Analysis of the organizational Casey Fink (CF) Death/Dying/End-of-life care- Mean benchmark data was conducted to compare the pre-intervention, intervention and post-intervention periods. Results: Mean scores improved from 2.28 (pre-intervention), to 2.63 (post-case study), to 2.87 (post-simulation). Results show a consistent improvement in the learners' perceived competence in EOL care. Additionally,47 participants completed an anonymous post-simulation survey in the period from January and December 2023. The NPD team conducted a thematic analysis of the results. Recurrent themes identified in the post-simulation survey were: * emotional support/empathy * patient family centered care * clinical skills & individual goals * resource awareness After connecting with the patient and family SPs during simulation, learners recognized the importance of providing more emotional support. Nurse residents (NR) also acknowledged the benefits of being present for the patient and family as well as using silence and touch meaningfully. NR also reflected on the value of patient family centered care and therapeutic communication. They often mentioned the significance of taking time to listen, answering questions about care and knowing the desires of the patient. NR also expressed growth in clinical skills and reflected on individual goals for emotional development. They highlighted the vulnerability of managing their own discomfort around death. They also reflected on inclusivity by reducing medical jargon and practiced advocacy for autonomy and privacy. NR also reported increased readiness to engage interdisciplinary support services such as palliative care and pastoral teams. Discussion: A multimodal approach to EOL education, integrating case studies and simulation with SPs, enhances the development of early-career nurses by providing realistic opportunities for deliberate practice in emotional communication, advocacy, clinical judgement, and compassionate care.
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