• Carmen María Sarabia-Cobo, Ana Rosa Alconero-Camarero, Lucía Lavín-Alconero, and Isabel Ibáñez-Rementería.
• Department of Nursing, University of Cantabria, Santander, Spain. Electronic address: carmen.sarabia@unican.es.
• Nurse Educ Today. 2016 Oct 1; 45: 219-24.

BackgroundMajor deficiencies exist in undergraduate nursing education for Palliative Care. Opportunities to care for dying patients are often unavailable to students in traditional clinical settings. Palliative care simulation is an innovative strategy that may help to prepare undergraduate nursing students to provide quality palliative/end of life care. It is valuable to explore the student nurses' beliefs, feelings and satisfaction regarding the impact that simulation clinic applied to palliative care has and how it influenced their overall experience of caring for a dying patient and the patient's family. This study aimed to evaluate a learning intervention in palliative care using a low-fidelity clinical simulation for undergraduate nursing students from a Spanish university, based on the analytics of their expectations and learning objectives.MethodSixty-eight students participated in this mixed descriptive design study, they participated in a palliative care simulation scenario and completed three questionnaires which assess the knowledge and expectations before the simulation and the subsequent satisfaction with the performance and learning received.ResultsThe intervention in question met students' learning expectations, singling out social abilities as important tools in palliative care training, and the students were satisfied with the presented case studies.ConclusionsOur results suggest that low-fidelity clinical simulation intervention training in palliative care is an appropriate and low-cost tool for acquiring competitive skills. Learning in the simulation scenarios provides a mechanism for students to improve student communication skills.Copyright © 2016 Elsevier Ltd. All rights reserved.

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