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He X, Li B, Liu X, Jiao P, Zhao Y. Correlation between hospice competence and death coping ability among nursing students in China: A cross-sectional survey. NURSE EDUCATION TODAY 2024; 134:106080. [PMID: 38163389 DOI: 10.1016/j.nedt.2023.106080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Revised: 12/13/2023] [Accepted: 12/18/2023] [Indexed: 01/03/2024]
Abstract
BACKGROUND Palliative care involves providing comprehensive physical, psychological, and social care to improve clinical symptoms and quality of life, as well as to ensure patients' dignity at the end of life. Nurses are important members of hospice care teams, and undergraduate nursing students are the hospice care providers of the future. The ability of undergraduate nursing students to provide hospice care will, thus, directly affect service quality. OBJECTIVE To understand the relationship between hospice competence and the death-coping abilities of nursing students and provide a theoretical basis for promoting the development of hospice education for nursing students. METHODS A convenience sample of 204 nursing students from a university in China completed the general conditions questionnaire, Hospice Competency Assessment Questionnaire, and a simplified version of the Coping with Death Scale. RESULTS The participants' overall average hospice competency score was 46 (35-52), with an average score of 3.0 (2.3-3.3) for effective caregiving skills, 2.6 (2.0-3.0) for cultural and ethical values, and 3.0 (2.2-3.4) for interprofessional teamwork. The average death-coping competency score was 92 (72-107). Multivariate logistic regression and Spearman's correlation analysis showed a positive correlation between death-coping and hospice competencies (P < 0.05). CONCLUSION Nursing students' overall hospice competency is low to moderate. Consequently, nurse educators should effectively modify the hospice education curriculum using the Dedicated Education Unit model.
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Affiliation(s)
- Xiaona He
- Nursing Department of Xinjiang Medical University, China
| | - Boya Li
- Nursing Department of Xinjiang Medical University, China
| | - Xinxin Liu
- Nursing Department of Xinjiang Medical University, China
| | - Peijuan Jiao
- Nursing Department of Xinjiang Medical University, China
| | - Yue Zhao
- Nursing Department of Xinjiang Medical University, China.
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Efil S, Turen S, Demir G. Relationship Between Intensive Care Nurses' Attitudes and Behaviors Toward End-of-Life Care and Ethical Attitudes. Dimens Crit Care Nurs 2023; 42:325-332. [PMID: 37756505 DOI: 10.1097/dcc.0000000000000604] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/29/2023] Open
Abstract
BACKGROUND Nurses are in a central position to improve care for dying patients and their families by challenging current end-of-life practices in their settings. Nurses who care for such patients experience the associated ethical dilemmas. However, the relation between their attitude and behavior regarding end-of-life care and their ethical attitudes is not known. OBJECTIVES The aim of this study was to examine the relation between the attitudes and behaviors of intensive care unit nurses to end-of-life care and their ethical attitudes in the care process. METHODS The research was conducted in Antalya, one of the most populous provinces in Turkey, with 287 intensive care nurses working in 4 different hospitals. The research data were collected between June 30 and August 30, 2021. Self-report data were collected using a Nurses' Description Form, the Attitudes and Behaviors of ICU Nurses to End-of-Life Care Scale, and the Ethical Attitude Scale for Nursing Care. RESULTS The mean score of the intensive care nurses for attitude and behaviors to end-of-life care was 62.36 ± 13.22, and their mean score for ethical attitude for nursing care was 149.76 ± 24.98. CONCLUSION It was found that intensive care nurses' attitudes and behaviors to end-of-life care had a positive correlation on their ethical attitudes in the care process (P < .001). DISCUSSION It would be of interest to understand how these attitudes impact clinical decision-making for the ultimate understanding of whether nurses' attitudes can be a barrier to the delivery of quality end-of-life care.
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Murnane S, Purcell G, Reidy M. Death, dying and caring: exploring the student nurse experience of palliative and end-of-life education. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2023; 32:526-531. [PMID: 37289708 DOI: 10.12968/bjon.2023.32.11.526] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
BACKGROUND Undergraduate education and training are fundamental in preparing student nurses for working in palliative and end-of-life care. AIM This article explores the experiences of student nurses in their palliative and end-of-life undergraduate nurse education. METHODOLOGY Sandelowski and Barroso's (2007) framework for undertaking a metasynthesis was used. Initial database searches returned 60 articles of interest. Re-reading the articles in the context of the research question identified 10 studies that met the inclusion criteria. Four key themes emerged. FINDINGS Student nurses voiced concerns regarding their feelings of unpreparedness, and lack of confidence and knowledge when dealing with the complexities of palliative and end-of-life care. Student nurses called for more training and education in palliative and end-of-life care. CONCLUSION Flexible nursing curricula responsive to the needs of student nurses and the changing landscape of healthcare provision, including care to ensure a good death experience, should be prioritised at undergraduate level.
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Affiliation(s)
- Sandra Murnane
- A BSc (Hons) Nursing Student, Department of Nursing and Healthcare, School of Health Sciences, Waterford Institute of Technology, Republic of Ireland, when this article was written. She is now a Registered Nurse
| | - Geraldine Purcell
- Lecturer, Department of Nursing and Healthcare, School of Health Sciences, Waterford Institute of Technology, Republic of Ireland
| | - Mary Reidy
- Lecturer, Department of Nursing and Healthcare, School of Health Sciences, Waterford Institute of Technology, Republic of Ireland
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Juvet TM, Bornet MA, Desbiens JF, Tapp D, Roos P. "Do Not Protect Us, Train Us."-Swiss Healthcare Students' Attitudes Toward Caring for Terminally Ill Patients. OMEGA-JOURNAL OF DEATH AND DYING 2023; 86:1190-1211. [PMID: 33818156 PMCID: PMC9903000 DOI: 10.1177/00302228211007003] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
Positive attitudes and a sense of competence toward end-of-life care are the key to adequately support terminally ill patients. This qualitative study aims to explore healthcare students' attitudes toward caring for terminally ill patients. Eleven students from the University of Applied Health Sciences in Switzerland participated in focus groups. Attitudes were overall positive. Most participants felt that supporting dying patients was a way to achieve professional fulfillment. However, most students felt not competent in palliative care and lacking experience. They wanted to receive better training, more specifically in good practices and appropriate behaviors. Our study fills a knowledge gap regarding the opinions and pedagogical needs of healthcare students, and highlights the importance of experiencing end-of-life care during the educational process. We recommend early exposure to terminally ill patients and appropriate attitudes toward death and dying as part of the bachelor's curriculum, accompanied by benevolent guidance from teachers and health professionals.
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Affiliation(s)
- Typhaine Maïko Juvet
- Haute Ecole Arc Santé (HE-Arc Santé), University of Applied Sciences and Arts Western Switzerland (HES-SO), Neuchâtel, Switzerland
| | - Marc-Antoine Bornet
- Lausanne University Hospital (CHUV), University of Lausanne (UNIL), Lausanne, Switzerland
| | | | - Diane Tapp
- Faculty of Nursing, Laval University (ULaval), Québec, Canada
| | - Pauline Roos
- Haute Ecole Arc Santé (HE-Arc Santé), University of Applied Sciences and Arts Western Switzerland (HES-SO), Neuchâtel, Switzerland,Pauline Roos, Haute Ecole Arc Santé (HE-Arc Santé), University of Applied Sciences and Arts Western Switzerland (HES-SO), Route de Moutier 14, 2800 Delémont, Switzerland.
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Conley CE. Student nurses' end-of-life and post mortem care self-efficacy: A descriptive study. NURSE EDUCATION TODAY 2023; 121:105698. [PMID: 36549255 DOI: 10.1016/j.nedt.2022.105698] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/11/2022] [Revised: 12/02/2022] [Accepted: 12/10/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Student nurses providing end-of-life care reported that caring for a person dying created anxiety, fear, and increased stress and reflected low self-efficacy. New nurses felt unprepared academically and emotionally. High self-efficacy is necessary to handle adverse emotional reactions. However, the literature lacks an instrument to evaluate nursing students' self-efficacy in caring for someone who is dying. OBJECTIVE The study aims to investigate the reliability and validity of the "End-of-Life and Postmortem Self-Efficacy Scale" and explore nursing students' self-efficacy associated with the nursing duties and responsibilities of caring for individuals during the active phase of dying and immediately after death. DESIGN The study was a quantitative descriptive, cross-sectional design. PARTICIPANTS National Student Nurses' Association members enrolled in undergraduate registered nurse associate's, bachelor's degree programs, or a nursing diploma program. METHOD National Student Nurses' Association members responded to an electronic survey containing 18 items related to end-of-life and post mortem nursing responsibilities. RESULTS A total of 498 responses were analyzed. Cronbach's alpha (α = 0.938) showed high reliability of the 18 items on the instrument. The Kaiser-Meyer-Olkin was 0.925 and indicated sampling adequacy. Bartlett's test of sphericity was highly significant (p = .001). The nursing students' mean end-of-life and post mortem self-efficacy score was 62 (scale of 0-100). CONCLUSION The "End-of-Life and Postmortem Self-Efficacy Scale" showed high reliability in evaluating the latent concept of end-of-life and post mortem self-efficacy. The low mean self-efficacy score indicated that nursing students might be underprepared to provide EOL and post mortem care as new graduates. Faculty can use the "End-of-Life and Postmortem Self-Efficacy Scale" to assess student readiness and identify gaps in knowledge in the care of someone who is dying. Future research is needed to determine how increasing nursing students' end-of-life and post mortem self-efficacy influences the perception of end-of-life preparedness.
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Affiliation(s)
- Carol E Conley
- Department of Nursing, Cox College, United States of America.
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Shorey S, Chua C. Nurses and nursing students' experiences on pediatric end-of-life care and death: A qualitative systematic review. NURSE EDUCATION TODAY 2022; 112:105332. [PMID: 35334222 DOI: 10.1016/j.nedt.2022.105332] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/27/2021] [Revised: 03/02/2022] [Accepted: 03/15/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND End-of-Life care and experiencing death of infants, children, and teenagers remain one of the most difficult and traumatic events for nurses and nursing students, potentially leading to personal and professional distress. Although efforts have been made to alleviate stressors in these settings, improvements remain slow. Understanding nurses and nursing students' experiences of pediatric End-of-Life care and death in multiple care settings may direct interventions to better support quality of care and healthcare professionals in these areas. OBJECTIVE This review aimed to qualitatively synthesize existing literature to examine the nurses and nursing students' experiences of providing End-of-Life care to children and the death of pediatric patients. DESIGN The qualitative systematic review was conducted using Sandelowski and Barroso's guidelines. The included studies were appraised using the Critical Appraisal Skill Program. DATA SOURCES This qualitative systematic review was registered with the International Prospective Register of Systematic Reviews. Six electronic databases (Cumulative Index of Nursing and Allied Health Literature, PubMed, Embase, PsychINFO, Scopus, and Mednar) were searched from the database inception date through May 2021. RESULTS Thirty articles were included to form three key themes: (1) Emotional impact of pediatric End-of-Life care and death, (2) Perspective of delivering optimal care: What works and what does not, and (3) The complex role of nurses in pediatric End-of-Life care. Overall, the findings suggested that in an emotionally taxing environment, clinical and emotional support were paramount. Furthermore, there is a need to examine nurses' role in End-of-Life decision making and provide more discussion on professional boundaries. CONCLUSION This review offered nurses' and nursing students' perceptions of pediatric End-of Life care and death in the nursing profession. Findings can provide useful insights towards the planning of educational programs and institutional changes that supports nurses and nursing students in these settings.
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Affiliation(s)
- Shefaly Shorey
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Crystal Chua
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
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Hökkä M, Lehto JT, Kyngäs H, Pölkki T. Finnish nursing students' perceptions of the development needs in palliative care education and factors influencing learning in undergraduate nursing studies - a qualitative study. BMC Palliat Care 2022; 21:40. [PMID: 35321718 PMCID: PMC8940965 DOI: 10.1186/s12904-022-00915-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2021] [Accepted: 02/15/2022] [Indexed: 11/10/2022] Open
Abstract
Background Nurses have an essential role in providing high-quality palliative care to patients and their families. Hence, they require adequate palliative care education. However, there is only limited insight into how final-year nursing students perceive palliative care education in undergraduate nursing programs. This study aimed to describe nursing students’ perspectives of the development needs of palliative care education. An additional two aims emerged based on the collected data, namely, to describe the preferred education for palliative care and the factors which promote or hinder palliative care learning during undergraduate nursing studies. Methods The research was guided by a descriptive qualitative approach and applied inductive content analysis. The frequencies (f) of identified codes (reduced expressions) were counted to show the noteworthiness of each category in relation to the entirety. The participants were final-year nursing students (n = 766) who had participated in a national survey. Results The inductive content analysis identified three unifying categories. The first was ‘Development needs and views of palliative care education’ (f = 524), which consisted of the main categories ‘the need to develop palliative care education’ (f = 414) and ‘meaning of palliative care and its education’ (f = 110). Secondly ‘Preferred types of palliative care education’ (f = 1379), including the main categories ‘teaching contents in palliative care education’ (f = 905), ‘teaching methods for palliative care learning’ (f = 393), and ‘placement of palliative care studies’ (f = 81). Thirdly ‘The facilitators and barriers to palliative care learning’ (f = 401), consisting of the main categories ‘factors facilitating palliative care learning’ (f = 66) and ‘barriers to palliative care learning’ (f = 335). Conclusions This study provides detailed information about nursing student’s perspectives of palliative care education and its development needs. Hence, the results are relevant to decision-makers who want to develop undergraduate nursing curricula. This study highlights that palliative care education should be developed by ensuring that all students have equal access to palliative care education provided by highly competent teachers. Possibilities for clinical placements or visits to palliative care units during the education should also be improved. The participating students felt unprepared to provide high-quality palliative care even though they responded that palliative care is an important topic in their nursing studies. Supplementary Information The online version contains supplementary material available at 10.1186/s12904-022-00915-6.
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Affiliation(s)
- Minna Hökkä
- Faculty of Medicine, Research Unit of Nursing Science and Health Management, University of Oulu, PO BOX 5000, 90014, Oulu, Finland. .,Kajaani University of Applied Sciences, Kajaani, Finland.
| | - Juho T Lehto
- Faculty of Medicine and Health Technology, Tampere University, Tampere, Finland.,Palliative Care Centre and Department of Oncology, Tampere University Hospital, Tampere, Finland
| | - Helvi Kyngäs
- Faculty of Medicine, Research Unit of Nursing Science and Health Management, University of Oulu, PO BOX 5000, 90014, Oulu, Finland
| | - Tarja Pölkki
- Faculty of Medicine, Research Unit of Nursing Science and Health Management, University of Oulu, PO BOX 5000, 90014, Oulu, Finland.,Medical Research Center Oulu, Oulu University Hospital, Oulu, Finland
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Hökkä M, Pölkki T, Lehto JT. Nursing Students' Views of the Content of Palliative Care in Undergraduate Education and their Self-assessed Palliative Care Competence-A Nationwide Cross-sectional Study. J Palliat Care 2022; 37:434-442. [PMID: 35286180 DOI: 10.1177/08258597221084445] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
BACKGROUND The importance of integrating palliative care (PC) education into undergraduate nursing studies has been recognized. Still, there is considerable variation in the PC education of nurses. OBJECTIVE To study the nursing students' views of the PC contents during the nursing education; students' self-assessed levels of PC competence; and whether prior education or work experience influence these views. METHODS A cross-sectional study. Data were collected using a questionnaire which was tested for its content and construct validity and internal consistency. The sample consisted of final-year undergraduate nursing students (n = 1331) from Finland. RESULTS The response rate was 94%. Of the students, 94.4% considered PC education to be quite or very useful, but only 51.9% reported the achieved PC teaching as quite or very good. Teaching on mental symptoms, existential issues and multicultural aspects were considered incomplete. Over half of the students wanted more education on pharmacological- and non-pharmacological pain management. Students with previous education assessed their PC competence as quite or very good more often than other students (70.1% vs. 54%, P < .001), and more often felt that these competencies are relevant to their profession (72.2% vs. 57.6%, P < .001). CONCLUSION PC was considered as a useful subject, still only about half of the students reported the received PC education and their competence on PC as sufficient. Previous education or experience may enhance PC competence highlighting the need for divergent teaching. The results identify development needs for the contents of PC education in undergraduate nursing studies.
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Affiliation(s)
- Minna Hökkä
- Faculty of Medicine, Research Unit of Nursing Science and Health Management, University of Oulu, Finland.,Kajaani University of Applied Sciences, Kajaani, Finland
| | - Tarja Pölkki
- Faculty of Medicine, Research Unit of Nursing Science and Health Management, University of Oulu, Finland.,Medical Research Center Oulu, Oulu University Hospital, Oulu, Finland
| | - Juho T Lehto
- Faculty of Medicine and Health Technology, Tampere University, Tampere, Finland.,Palliative Care Centre and Department of Oncology, Tampere University Hospital, Tampere, Finland
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Baudoin CD, McCauley AJ, Davis AH. New Graduate Nurses in the Intensive Care Setting. Crit Care Nurs Clin North Am 2022; 34:91-101. [PMID: 35210028 PMCID: PMC8782740 DOI: 10.1016/j.cnc.2021.11.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Colette D Baudoin
- School of Nursing, Louisiana State University Health Sciences Center New Orleans, 1900 Gravier Street, #417, New Orleans, LA 70112, USA.
| | - Aimme Jo McCauley
- School of Nursing, Louisiana State University Health Sciences Center New Orleans, 1900 Gravier Street, #5B7, New Orleans, LA 70112, USA
| | - Alison H Davis
- School of Nursing, Louisiana State University Health Sciences Center New Orleans, 1900 Gravier Street, #509, New Orleans, LA 70112, USA
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Mitchell T, Nyatanga B, Lillyman S, Bruce M, Bryane S. Using Death Cafés as a method for discussing death and dying with third year student nurses. Int J Palliat Nurs 2021; 27:352-360. [PMID: 34569284 DOI: 10.12968/ijpn.2021.27.7.352] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
BACKGROUND Death Cafés are increasingly being held to facilitate discussions around death and dying and end-of-life issues with the public. They are thought to provide a safe, confidential and interactive space in which sensitive and supportive conversations about death and dying and end-of-life are shared. AIM To explore nursing students' experiences of participating in a modified Death Café and its impact on their learning about death and dying. METHODOLOGY A qualitative interpretive approach was employed using face-to-face semi-structured interviews with a purposive sample of third year student nurse volunteers. Thematic analysis was used to identify key themes. FINDINGS Students viewed the modified Death Cafés positively, reporting that they were stimulating, informative and worthwhile for discussing sensitive topics related to death and dying. Five themes were developed from interview data: anticipation of the Death Cafés; timing of the Death Cafés within the curriculum; facilitation; trust within the group and getting involved; and reflection on, and for, practice. CONCLUSION Students voiced a preference to disclose their feelings about death to an expert facilitator in the more informal environment of a Death Café because they thought they might be judged by their nursing lecturers. Effective facilitation of a Death Café session is critical to encourage self-scrutiny and disclosure by students, and the modified Death Café sessions achieved this. IMPLICATIONS It is expected that students may feel vulnerable while participating in a Death Café, but it is important that the sessions enable students to be open about their feelings about death and the reciprocal sharing of inner thoughts and feelings about death and dying.
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Affiliation(s)
| | - Brian Nyatanga
- Senior Lecturer, Palliative and End of Life Care, University of Worcester
| | - Sue Lillyman
- Senior lecturer, Nursing, University of Worcester
| | - Mary Bruce
- Senior Lecturer, Dementia studies, University of Worcester
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Heath L, Egan R, Ross J, Iosua E, Walker R, MacLeod R. Preparing nurses for palliative and end of life care: A survey of New Zealand nursing schools. NURSE EDUCATION TODAY 2021; 100:104822. [PMID: 33705968 DOI: 10.1016/j.nedt.2021.104822] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2020] [Revised: 01/31/2021] [Accepted: 02/13/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Nurses play a vital role in the care of people with advanced life-limiting illnesses, so palliative and end of life care is an essential skill nurses need to learn. Despite numerous reports in the international literature about educational developments in this area, there are widespread inconsistencies in undergraduate education, and graduates continue to report feeling unprepared for this part of their work. Little is known about how New Zealand nursing students learn about this important area of clinical practice. OBJECTIVES To obtain information about teaching content, organisation, delivery, assessment and clinical learning opportunities in palliative and end of life care in undergraduate nurse education in New Zealand. DESIGN Quantitative descriptive cross sectional study. SETTINGS Tertiary education institutions that provide the Bachelor of Nursing programme in New Zealand. PARTICIPANTS Academic leads and course coordinators. METHODS National online survey. RESULTS A total of 13/18 (72%) educational institutions completed the survey. All integrate palliative and end of life care in their teaching with an identified coordinator at 12 (92%) institutions. Between 1 and 10 h of formal teaching is provided at 11 (85%) institutions where lectures and tutorials are most comon. Clinical placements with specialist palliative care providers are scarce and limited to senior students as elective placements. Assessment of student learning in palliative and end of life care is carried out at seven (54%) institutions, and formally evaluated at 12 (92%). Lack of teaching time and clinical placements with palliative care providers are barriers to increased learning opportunities in palliative and end of life care. CONCLUSIONS This article provides comprehensive information about palliative and end of life care teaching in undergraduate nurse education in New Zealand. Teaching on this subject is not a mandatory requirement so there are inconsistencies in the teaching provided between educational institutions, and significant barriers to development. Mandatory competencies need to be introduced to ensure graduates have the knowledge, skills and attitudes required to provide optimal care for people near the end of life.
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Affiliation(s)
- Lis Heath
- Department of Medicine, University of Otago, Dunedin, New Zealand.
| | - Richard Egan
- Department of Preventive and Social Medicine, University of Otago, Dunedin, New Zealand.
| | - Jean Ross
- School of Nursing, Otago Polytechnic, Dunedin, New Zealand.
| | - Ella Iosua
- Centre for Biostatistics, University of Otago, Dunedin, New Zealand.
| | - Robert Walker
- Department of Medicine, University of Otago, Dunedin, New Zealand.
| | - Rod MacLeod
- School of Population Health, University of Auckland, Auckland, New Zealand
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12
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Eltaybani S, Igarashi A, Yamamoto-Mitani N. Palliative and end-of-life care education in prelicensure nursing curricula: A nationwide survey in an Arab country. NURSE EDUCATION TODAY 2021; 96:104644. [PMID: 33242705 DOI: 10.1016/j.nedt.2020.104644] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/24/2020] [Revised: 10/06/2020] [Accepted: 10/17/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND In the Arab and Islamic world, data on palliative and end-of-life (PEOL) care education are minimal. OBJECTIVES The current study's primary aim was to identify what PEOL care education is delivered to undergraduate nurses in Egypt and the teaching strategies used to deliver this education. A secondary aim was to assess the feasibility of using online surveys in nursing research in Egypt. DESIGN This is a cross-sectional survey. SETTINGS Ten randomly selected faculties of nursing across Egypt. PARTICIPANTS Nursing educators who were working at three academic departments; Medical-Surgical Nursing, Critical Care Nursing, and Gerontological Nursing; in the participating faculties. METHODS After face-to-face recruitment of participants, data were collected using an online questionnaire with an adjunctive use of paper questionnaires. The questionnaire assessed participants' and courses' characteristics, the inclusion of the PEOL Care Index content in the surveyed courses, and teaching strategies used to deliver this content. RESULTS A total of 95 nursing educators were involved in the current study (response rate = 86.4%). All participants were female, and 87.4% responded via online questionnaires. The overall coverage of the PEOL care content ranged from 76% to 100%. End-of-life care and spiritual care were the least frequently reported PEOL care topics; on average, by 19.6% and 36% of the educators, respectively. Lecture was the most frequently used teaching strategy, followed by clinical field practice (mean percentages of utilization: 77.7% and 53.6%, respectively). CONCLUSIONS In Egypt, most PEOL care topics are covered in undergraduate nursing curricula. Yet, educating these topics is predominantly theoretical. End-of-life care and spiritual care are the least frequently covered PEOL care topics. Online surveys are feasible for multisite curricular assessment, and this feasibility may be augmented by face-to-face recruitment of participants and adjunctive use of paper questionnaires.
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Affiliation(s)
- Sameh Eltaybani
- Department of Gerontological Home Care and Long-term Care Nursing, The University of Tokyo, 7-3-1 Hongo, Bunkyo-Ku, Tokyo 113-0033, Japan; Department of Critical Care and Emergency Nursing, Faculty of Nursing, Alexandria University, Egypt.
| | - Ayumi Igarashi
- Department of Gerontological Home Care and Long-term Care Nursing, The University of Tokyo, 7-3-1 Hongo, Bunkyo-Ku, Tokyo 113-0033, Japan.
| | - Noriko Yamamoto-Mitani
- Department of Gerontological Home Care and Long-term Care Nursing, The University of Tokyo, 7-3-1 Hongo, Bunkyo-Ku, Tokyo 113-0033, Japan.
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Puente‐Fernández D, Lozano‐Romero MM, Montoya‐Juárez R, Martí‐García C, Campos‐Calderón C, Hueso‐Montoro C. Nursing Professionals’ Attitudes, Strategies, and Care Practices Towards Death: A Systematic Review of Qualitative Studies. J Nurs Scholarsh 2020; 52:301-310. [DOI: 10.1111/jnu.12550] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/12/2020] [Indexed: 12/21/2022]
Affiliation(s)
- Daniel Puente‐Fernández
- PhD Student, Doctoral Programme in Clinical Medicine and Public Health University of Granada Granada Spain
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14
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Mohammadi A, Vanaki Z, Memarian R, Fallahrafie RA. Islamic and Western Ethical Values in Health Services Management: A Comparative Study. Int J Nurs Knowl 2019; 30:239-250. [PMID: 30989814 DOI: 10.1111/2047-3095.12244] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
PURPOSE This research was performed to compare Islamic and Western ethical values in health services management. APPROACH Whittemore and Knafl's integrative review was employed. FINDINGS Eight final categories of Islamic values (i.e., honesty, piety, foresight, dignity, justice, good temperament, widened heart, and certainty to God) and nine final categories of Western values in health services management (i.e., honesty, freedom, forgiveness, altruism, justice, dignity, responsibility, tolerance, and wisdom) were extracted in this study. CONCLUSIONS The results showed some discrepancy between Islamic and Western ethical values, which are partially due to a different definition of values in Islam and the West. IMPLICATIONS The comparison of ethical values can facilitate the exchange of intellectual, cultural, and experimental ideas between Islamic and Western healthcare management.
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Affiliation(s)
- Afsaneh Mohammadi
- Afsaneh Mohammadi is a PhD Student in the Nursing Department at the Faculty of Medical Sciences, Tarbiat Modares University, Tehran, Iran
| | - Zohreh Vanaki
- Zohreh Vanaki is an Associate Professor in the Nursing Department at the Faculty of Medical Sciences, Tarbiat Modares University, Tehran, Iran
| | - Robabeh Memarian
- Robabeh Memarian is an Assistant Professor in the Nursing Department at the Faculty of Medical Sciences, Tarbiat Modares University, Tehran, Iran
| | - Ramezan Ali Fallahrafie
- Ramezan Ali Fallahrafie is an Assistant Professor in the Philosophy Department at the Faculty of Human Sciences, Tarbiat Modares University, Tehran, Iran
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Mastroianni C, Ramon Codina M, D’Angelo D, Petitti T, Latina R, Casale G, Turrziani A, Piredda M, de Marinis MG. Palliative Care Education in Undergraduate Nursing Curriculum in Italy. J Hosp Palliat Nurs 2019; 21:96-103. [DOI: 10.1097/njh.0000000000000515] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
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16
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Jack BA, Kinloch K, O'Brien MR. Teaching nurses to teach: A qualitative study of nurses' perceptions of the impact of education and skills training to prepare them to teach end-of-life care. J Clin Nurs 2019; 28:1819-1828. [PMID: 30667584 PMCID: PMC7328783 DOI: 10.1111/jocn.14786] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2018] [Revised: 10/17/2018] [Accepted: 11/03/2018] [Indexed: 11/28/2022]
Abstract
AIMS AND OBJECTIVES To explore nurses' perceptions of the impact of a programme designed to train them to teach end-of-life care. BACKGROUND Central to national and international policies are the need for generalist healthcare staff to have education in end-of-life care. Much end-of-life care education is provided by specialist nurses who often have no specific education development to prepare them to teach. To address this gap, an Education Development Programme (EDP) was developed and delivered to specialist nurses. We report on the evaluation of the programme. DESIGN A qualitative programme evaluation methodology was adopted. METHODS Data were collected through focus groups, at three hospice education centres in North West England, with a total of 20 participants. Nurses who had completed the EDP were purposively sampled. Data were digitally audio-recorded and subjected to thematic analysis to organise, reduce and refine the data. Ethical approval was obtained. COREQ guidelines have been adhered to in the reporting of this study. RESULTS Two main themes were identified; learning to teach and building skills to change teaching practice. Participants felt more confident and better prepared to teach. CONCLUSIONS It cannot be assumed that specialist staff, with teaching in their role, have the skills to facilitate learning. This programme offers a potential method of improving facilitation skills for nurses who have an education element to their role. RELEVANCE TO CLINICAL PRACTICE Quality end-of-life care is only possible with a skilled workforce, confident and able to apply the principles of compassionate end-of-life care to everyday practice. Appropriately trained, specialist staff are better able to teach others how to deliver good quality end-of-life care. Specialist staff with teaching responsibilities should be provided with, or engage in, continuous professional development to develop their skills and improve their efficacy when teaching.
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Affiliation(s)
- Barbara A Jack
- Evidence-Based Practice Research Centre, Faculty of Health and Social Care, Edge Hill University, Lancashire, UK.,Post-Graduate Medical Institute, Edge Hill University, Lancashire, UK
| | - Karen Kinloch
- Evidence-Based Practice Research Centre, Faculty of Health and Social Care, Edge Hill University, Lancashire, UK
| | - Mary R O'Brien
- Evidence-Based Practice Research Centre, Faculty of Health and Social Care, Edge Hill University, Lancashire, UK.,Research and Innovation, Faculty of Health and Social Care, Edge Hill University, Lancashire, UK
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17
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Bassah N, Cox K, Seymour J. Preregistration nursing students' experiences of a palliative care course in a resource-poor setting. Int J Palliat Nurs 2018; 24:388-397. [DOI: 10.12968/ijpn.2018.24.8.388] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Nahyeni Bassah
- Assistant Lecturer of Nursing, Department of Nursing, Faculty of Health Sciences, University of Buea, South-West Region, Cameroon
| | - Karen Cox
- Vice-Chancellor and President, University of Kent, Canterbury, Kent, UK
| | - Jane Seymour
- Professor of Palliative and End-of-life Care, School of Nursing and Midwifery, University of Sheffield, UK
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18
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Turton BM, Williams S, Burton CR, Williams L. Arts-based palliative care training, education and staff development: A scoping review. Palliat Med 2018; 32:559-570. [PMID: 28604224 DOI: 10.1177/0269216317712189] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
BACKGROUND The experience of art offers an emerging field in healthcare staff development, much of which is appropriate to the practice of palliative care. The workings of aesthetic learning interventions such as interactive theatre in relation to palliative and end-of-life care staff development programmes are widely uncharted. AIM To investigate the use of aesthetic learning interventions used in palliative and end-of-life care staff development programmes. DESIGN Scoping review. DATA SOURCES Published literature from 1997 to 2015, MEDLINE, CINAHL and Applied Social Sciences Index and Abstracts, key journals and citation tracking. RESULTS The review included 138 studies containing 60 types of art. Studies explored palliative care scenarios from a safe distance. Learning from art as experience involved the amalgamation of action, emotion and meaning. Art forms were used to transport healthcare professionals into an aesthetic learning experience that could be reflected in the lived experience of healthcare practice. The proposed learning included the development of practical and technical skills; empathy and compassion; awareness of self; awareness of others and the wider narrative of illness; and personal development. CONCLUSION Aesthetic learning interventions might be helpful in the delivery of palliative care staff development programmes by offering another dimension to the learning experience. As researchers continue to find solutions to understanding the efficacy of such interventions, we argue that evaluating the contextual factors, including the interplay between the experience of the programme and its impact on the healthcare professional, will help identify how the programmes work and thus how they can contribute to improvements in palliative care.
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Affiliation(s)
| | - Sion Williams
- School of Healthcare Sciences, Bangor University, Bangor, UK
| | | | - Lynne Williams
- School of Healthcare Sciences, Bangor University, Bangor, UK
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19
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Positioning end-of-life care education within the pre-registration therapeutic radiography curriculum: A survey of current practices amongst UK higher education institutions. Radiography (Lond) 2017; 23 Suppl 1:S37-S42. [DOI: 10.1016/j.radi.2017.01.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2016] [Revised: 12/19/2016] [Accepted: 01/03/2017] [Indexed: 11/18/2022]
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20
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Sarabia-Cobo CM, Alconero-Camarero AR, Lavín-Alconero L, Ibáñez-Rementería I. Assessment of a learning intervention in palliative care based on clinical simulations for nursing students. NURSE EDUCATION TODAY 2016; 45:219-224. [PMID: 27567395 DOI: 10.1016/j.nedt.2016.08.014] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/03/2016] [Revised: 07/14/2016] [Accepted: 08/09/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Major 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. METHOD Sixty-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. RESULTS The 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. CONCLUSIONS Our 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.
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21
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Difficulties Felt by Intensive Care Unit Nurses in Providing End-of-Life Care in Southeast Iran. J Hosp Palliat Nurs 2016. [DOI: 10.1097/njh.0000000000000273] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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22
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Kisorio LC, Langley GC. Intensive care nurses' experiences of end-of-life care. Intensive Crit Care Nurs 2016; 33:30-8. [PMID: 26791353 DOI: 10.1016/j.iccn.2015.11.002] [Citation(s) in RCA: 59] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2015] [Revised: 09/25/2015] [Accepted: 11/20/2015] [Indexed: 10/22/2022]
Abstract
PURPOSE To explore intensive care nurses' experiences of end-of-life care in adult intensive care units. DESIGN AND METHODS An exploratory, descriptive qualitative approach was utilised. Purposive sampling method was used to select nurse participants (n=24) working at the selected intensive care units in the three academic affiliated, tertiary specialist hospitals in the Johannesburg and Pretoria regions, South Africa. Using a focus group guide, three focus group discussions were conducted. Data were analysed using the long-table approach (Krueger and Casey, 2000). Trustworthiness of the study was ensured by following the criteria set out by Lincoln and Guba (1985). FINDINGS Five major themes related to nurses' experiences of end-of-life care emerged. These included: "difficulties we experience", "discussion and decision making", "support for patients", "support for families" and "support for nurses". CONCLUSION End-of-life care can be difficult and a challenging process. Nevertheless, this study has highlighted some of the interventions and support systems that could be incorporated for improved caring process. Whereas the dying patients and their families need to be continuously supported, critical care nurses too need to be taken care of for them to continue providing the best possible end-of-life care.
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Affiliation(s)
- Leah C Kisorio
- Department of Nursing Education, Faculty of Health Sciences, University of the Witwatersrand, 7 York Road, Park Town 2193, Johannesburg, South Africa.
| | - Gayle C Langley
- Department of Nursing Education, Faculty of Health Sciences, University of the Witwatersrand, 7 York Road, Park Town 2193, Johannesburg, South Africa.
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23
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Anderson NE, Kent B, Owens RG. Experiencing patient death in clinical practice: Nurses’ recollections of their earliest memorable patient death. Int J Nurs Stud 2015; 52:695-704. [DOI: 10.1016/j.ijnurstu.2014.12.005] [Citation(s) in RCA: 44] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2014] [Revised: 12/14/2014] [Accepted: 12/16/2014] [Indexed: 10/24/2022]
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Abstract
The quality of palliative care given to terminally ill patients and their family members can be directly impacted by the attitudes that nurses hold towards palliative care. This study aimed to investigate the attitudes of nonpalliative care nurses towards death and dying in the context of palliative care. Nurses working within the medical aged care, cardiology and respiratory wards at two metropolitan teaching hospitals in Sydney completed the Frommelt Attitudes Towards Care of the Dying (FATCOD) scale, an anonymous self-administered questionnaire, and a twelve-item demographic questionnaire. A total of 95 completed surveys were used in the final analysis. The total FATCOD score was 119.8±11.1, patient FATCOD was 79.6±8.6, and family FATCOD was 40.2±4.4. Of significance, the professional variables designation and role were associated with attitudes in the total FATCOD and country of birth, designation, highest level of education, and role were associated with attitudes towards the patient FATCOD. Scores for communication between the nurse and the terminally ill patient were poor. Health care facilities should focus on developing strategies to improve the communication skills among nonpalliative care nurses in order to optimize patient outcomes.
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25
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Dwyer PA, Hunter Revell SM. Preparing Students for the Emotional Challenges of Nursing: An Integrative Review. J Nurs Educ 2015; 54:7-12. [DOI: 10.3928/01484834-20141224-06] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2014] [Accepted: 10/14/2014] [Indexed: 11/20/2022]
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26
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Cavaye J, Watts JH. Student Nurses Learning about Death, Dying, and Loss: Too Little, Too Late? ACTA ACUST UNITED AC 2014. [DOI: 10.2190/il.22.4.c] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
Concerns about the care provided to people dying from life-threatening illness have prompted a number of international reforms to improve the quality of palliative and end-of-life (EOL) care. The majority of this care is provided by nurses. They spend more time with dying patients than any other health professionals and therefore, need specific clinical skills and knowledge. Palliative and EOL care education is increasingly being positioned as a specialism, available only to a small number of registered nurses as part of continuing professional development. However, increasing numbers of patients with life-threatening illness are being treated in non-specialist settings by nurses with a generalist education. Furthermore, undergraduate nurse education has traditionally had a limited focus on palliative and EOL care, hence claims that undergraduate nursing curricula are inadequate. Drawing on an international literature, this review explores the evidence about the adequacy of undergraduate curricula in this area. It considers the extent to which palliative and EOL curriculum is included in undergraduate nurse education and draws upon evidence from students and registered nurses, who as consumers of education, report feeling unprepared to care for and communicate with, dying patients.
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