Undergraduate thesis.

In order to find out and determine the lived experience of a nursing student who experienced a patient’s death, the researchers conducted a qualitative study to better understand , further improve, and give recommendations that is beneficial to everyone. Furthermore, the researchers gathered related literature to support out study which include aspects experienced by nursing students such as death and bereavement, fear of death, grief and the feeling of loss, compassionate fatigue, emotional problems, burn out, coping with grief, spiritual coping with grief, coping through caring, coping with grief though staff support and theories about grief. Moreover, this study cites Freud’s theory and existential theory of Victor Frankl. Freud’s theory explain how death leaves the bereaved person feeling painfully dejected in the world appears poor and empty without the deceased, however; successful bereavement requires the grieving person to recognize the loss. In addition, the conceptual framework shows how nursing students experience various emotions such as fear, loneliness, apprehensiveness to approach patient’s family, or anxiety when they care for a dying patient. With the proper support from their peers or their CI, they are able to cope effectively when dealing with such emotions. The are able to deal with the pressures of their work, able to cope with the client’s death more efficiently and it positively impacts their work, environment, and their relationship with others. Accordingly, the study focuses on the total experience of a nursing student’s capability in coping patient’s death, grief and anxiety in an unexpected time and place. It examines how they reacted on how they go through the devastating experience despite (of) the compassionate care they provide to each of their patients. Therefore, this study is limited to the nursing student, male or female, currently registered to RLE duty rotation , who took care of (the) a dying patient and eventually experience patient’s death in any area where the student is assigned. To learn more, it is crucial for this study is to answer the following questions; Central Question: What is the essence of the lived experience of nursing students who experienced the death of their patients? Corollary Questions How do the nursing students describe their experienced? What are the themes that emerged from the lived experiences told by the nursing students? What is the output of the study based on its findings? This was based on the Assumption that nursing student who allow themselves to go through a grieving process, care for themselves, express their emotions, and are being properly supported can cope better and have a positive impact on their responsibilities. As for the methology, the qualitative method is used as the research design to get at the inner experience of the participants, to determine how meaning is formed through and in culture, and to discover rather the test variables. It was not distance that qualitative researcher want between themselves and their participants, the opportunity to connect with them at the human level. As for the research instrument, the researcher decided to use a research instrument questionnaire based on the findings from the related literature and studies. Nursing students are interviewed using this research instrument tool. Based on the interviews, themes related to the experiences of the respondents when their clients pass away would be formed during a focused group discussion after which all the interviews are conducted, transcribed, and analyzed. The researcher are to interview at least five nurses until saturation is reached. The researchers are to interview at least five nurses until saturation is reached. Through the interview questions, the lived experience of nursing student in handling dying patients was known. The first phase in qualitative analysis is familiarization where the researcher listened to the recordings. This was followed by transcription where the audio recorded from the interviews and observations is converted into verbatim form . With a transcript of everything that was observed and recorded, the researchers got a whole picture of what happened and the chances of the analysis being biased in minimized. This is followed by organization where the data is organized into sections that were easy to retrieve. The next phase is coding which is the process of examining the raw qualitative data in the transcripts and extracting sections of text units and assigning different codes or labels so that they can easily be retrieved at a later stage for further comparison and analysis, and the identification of any patterns. Through the mass words made by the co-researcher, the researcher were able to move on to the top analysis phase where the data is interpreted. Since this study used phenomenological approach, descriptive case study is instilled for appropriateness to the study. The researcher produced the research instrument tool in line with the central question, “What are the lived experiences of nursing students who experienced a patient’s death?” based on the findings from the Review of Related Literature. Questions are backed up by a significant part of the Related Literature and was backed up by rationale as to why those questions are absolutely necessary for the research instrument. The research instrument is validated by Mrs. Rosalina Reyes, RN, MAN; Mrs. Vicky Diaz, RN, MAN; and Mr. Giovanni Rebeta, RN, MAN. Through the validation of the instrument, the researcher appraise the language suitability of the items and the clarity of the instruction. As for the Data Gathering Procedure, the researcher contact the possible participants, through referrals from trusted persons, who agree to participate, in the study through a “snowball method”. An individual interview is conducted (See Appendix B: Research Protocol). Before the actual interview is conducted, the researchers would prepare all the preliminary preparations such us letter of permission from the dean of the said college where a student is participating (See Appendix E: Letter to Interview Student), a letter of inform consent and permission to tape record the interview (See Appendix F), and take pictures for data purposes. The interview would be conducted in a room where the respondent would feel comportable. Data generation continued until saturations had been achieved. The data gathering start by writing to the dean of the nursing schools involved if it is possible to use their student who experience the death of a patient as a respondent for the study. After the approval, the researcher personally administer in answering the questionnaire for them to interact and possibly ask for personal responses to validate the answer in the checklist given to them.