Providing Comfort Care at the End of Life

Respond to the discussion #1 below using the following approaches:

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
Offer and support an alternative perspective using readings from the classroom or from your own research in the internet.


One page only
Put APA citations and references between 2011 – 2016… References that are below 2010 are obsolete already….

Lesson Plan: Providing Comfort Care at the End of Life

In this lesson plan, nursing students and nurses are taught both pharmacological and non-pharmacological ways to assist individuals who are at the end of life.


The National League of Nursing (2011) suggests competencies for the nurse educator that assist in promoting excellence in their practice. Competencies assist in establishing nursing education as a specialty and help to facilitate a means for faculty to demonstrate the complexity and richness of their role (National League of Nursing, 2011).

Among the competencies the National League of Nursing (2011) recommends is to Facilitate Learner Development and Socialization. This competency is intended not only to facilitate learning but also to assist the student in integrating behaviors and values excepted as nurses.

I intentionally chose a lesson plan I wrote earlier in the semester as I figured it held the most room for improvement. When working with individuals at the end-of-life nurses must exercise skills that they may not be used to using on a day-to-day basis. The emphasis is on compassion, caring and listening. The “doing” that nurses are usually involved with is put on the back burner. The nurse’s calmness and presence is what is most important when a patient is at the end of life.

My lesson plan should be modified to include the objective:

By the end of this video students will have learned how non-pharmacological interventions their presence and attitude may be as effective as non-pharmacological interventions at the end of a patient’s life
In my experience as a Hospice Nurse, it is beneficial to teach nursing staff about comfort care. In an ideal world, Hospice Nurses would be able to go into hospitals and care for patients at the end of their life.


National League of Nursing. (2011). National League of Nursing. Retrieved from

Required Readings
Hickey, M. T., Forbes, M., & Greenfield, S. (2010). Integrating the Institute of Medicine competencies in a baccalaureate curricular revision: Process and strategies. Journal of Professional Nursing, 26(4), 214–222. Retrieved from the Walden Library databases.

This article describes how a School of Nursing retailored its curriculum to include the Institute of Medicine competencies.

American Association of Colleges of Nursing. (n.d.). Essential series. Retrieved from

At this resource, you can review the curriculum content and expected competencies of students pursuing nursing degrees. In addition, you can examine the critical changes that the AACN is taking to ensure that nursing curriculum mirrors the evolving needs of today’s and tomorrow’s patients.

National Council of State Boards of Nursing. (2013). 2013 NCLEX-RN test plan. Retrieved from

Aligning learning experiences with NCLEX competencies can provide nursing students with the background that they will need to successfully pass the NCLEX. Browse this document to view the overarching competencies tested on the NLCEX examination.

National League for Nursing. (2011). Faculty programs & resources: Nurse educator core competencies. Retrieved from

Use this website to view NLN core competencies and nurse educator certification documents.

Quality and Safety Education for Nurses. (2012). Graduate KSAS. Retrieved from

Use the links provided at this website to review QSEN competencies.

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