Simulation, flipped classroom, and reflective dialogue in socioemotional training in end-of-life care: perspectives of nursing students

Abstract

The implementation of active methodologies in end-of-life education can play a crucial role in stimulating participatory learning and facilitating the acquisition of socioemotional competencies. An exploratory descriptive qualitative study was conducted to describe the students' perspective on the use of simulation, reflective dialogue, and the flipped classroom in an end-of-life education program. Undergraduate nursing students who had not yet begun their practicums were included. At the end of the training program, 4 focus groups were used. After the analysis, 3 themes and 32 categories emerged from the study. The themes included the contribution of the methodologies to learning, the characteristics that the methodology had to meet to be more effective, and motivational and emotional aspects triggered by the educational resources used. From the students' perspective, simulation, reflective dialogue, and flipped classroom enhance the conceptual learning process and facilitate students' socioemotional preparation to face this complex and challenging professional situation.