# Learning Last Hours of Life Care Through Patient Simulation Scenario: Experiences of Medical and Nursing Undergraduate Students

## TL;DR

Medical and nursing students found a simulated scenario on end-of-life care to be a valuable and emotional learning experience that improved their understanding of palliative care.

## Contribution

This study provides new insights into the educational impact of a simulated last hours of life scenario on undergraduate healthcare students.

## Key findings

- Students experienced strong emotions and found the simulation realistic and safe.
- The simulation enhanced understanding of the humanistic aspects of end-of-life care.
- Participants reported improved clinical guidance and self-reflection skills.

## Abstract

Last hours of life (LHoL) care is crucial but often uncovered in training programs. Practical experience is essential for developing skills, and clinical simulations with standardized patients offer valuable learning opportunities. Despite their potential, research on LHoL simulations is limited. To address this gap, a LHoL simulated scenario (SS) was developed.

To analyze medical and nursing students’ experiences after conducting a LHoL SS and its perceived impact on their professional development.

A qualitative study was conducted with students enrolled in a Palliative Care course during 2021–2022. A total of 187 sixth-year medical and 129 fourth-year nursing students were invited; 180 participated (93 medical, 87 nursing). Data were collected using open-ended questions and analyzed through thematic analysis with triangulation by five researchers, comparing and contrasting the experiences of medical and nursing students.

Students’ experiences were categorized into three main themes: (a) an overall positive experience which elicited emotions, (b) a realistic experience in a safe environment, and (c) a useful “learning” experience for future professional practice. Related to learning outcomes, students highlighted the following: (a) understanding the importance of the contribution of professionals at the end of life, (b) emphasizing the humanistic perspective, (c) providing clinical guidance, and (d) exercising introspective self-knowledge.

Completing a LHoL SS was defined as a positive experience by the students, providing a secure and reflective environment that offered a technical guide for addressing difficult situations while encouraging reflective engagement. This experience enhanced their awareness of human aspects above and beyond professional roles and offered practical guidance aligned with the goals of palliative care education and broader curricular standards.

The online version contains supplementary material available at 10.1007/s40670-025-02457-x.