An Innovative End-of-Life Nursing Education Consortium Curriculum That Prepares Nursing Students to Provide Primary Palliative Care

Educating nursing students, clinicians, faculty, and researchers in palliative care is needed tremendously in this era of an aging population and the development of new technological ways of extending the lives of those with complex illness and/or injury. With new evidence-based resources being developed to enhance education, including guidelines, competencies, videos, standards, and procedures, educators have a plethora of materials to promote and disseminate palliative care education. Nurses, who represent the largest healthcare profession in the nation, can only practice and teach what they know. Because nurses spend more time at the bedside and out in the community consulting and providing care to those who are seriously ill and to their families, it is vital they be educated to provide competent and compassionate care to those who are most vulnerable.

Download Full-text

Impact of a Palliative Care Elective Course on Nursing Students’ Knowledge and Attitudes Toward End-of-Life Care

Nurse Educator ◽

10.1097/nne.0000000000000342 ◽

2017 ◽

Vol 42 (3) ◽

pp. 155-158 ◽

Cited By ~ 4

Author(s):

Evelyn Robinson ◽

Fayron Epps

Keyword(s):

Palliative Care ◽

Nursing Students ◽

End Of Life ◽

End Of Life Care ◽

Life Care ◽

Knowledge And Attitudes ◽

Elective Course

Download Full-text

Effect of End-of-Life Nursing Education on the Knowledge and Performance of Nurses in the Intensive Care Unit: A Quasi-Experimental Study

10.21203/rs.3.rs-993887/v1 ◽

2021 ◽

Author(s):

Sima Sadat Ghaemizade Shushtari ◽

Shahram Molavynejad ◽

Mohammad Adineh ◽

Mohsen Savaie ◽

Asaad Sharhani

Keyword(s):

Palliative Care ◽

Nursing Education ◽

End Of Life ◽

Nursing Care ◽

Self Assessment ◽

Care Education ◽

Quasi Experimental ◽

And Performance ◽

And Control

Abstract Background: End-of-life care education is required for nurses to acquire the clinical competence necessary for the improvement of the quality of end-of-life nursing care. The aim of this study was to determine the effect of nursing care education based on End-of-Life Nursing Education Consortium (ELNEC) on the knowledge and performance of nurses working in the intensive care unit (ICU).Materials and Methods: This quasi-experimental study was conducted with a pretest-posttest design. From among nurses working in the ICU of Golestan and Imam Khomeini hospitals in Ahvaz, Iran, 80 nurses were selected based on the inclusion criteria. They were randomly assigned to the intervention and control groups (40 people in each group) using a table of random numbers. Data were collected using a demographic characteristics form, the ELNEC Knowledge Assessment Test (ELNEC-KAT), ‎and the Program in Palliative Care Education and Practice Questionnaire (German Revised Version; PCEP-GR‎).Results: A significant difference was observed between the study groups in terms of the average knowledge score in all 9 modules including nursing care, pain management and control, disease symptom management, ethical/legal issues, culture, communication with the patient and his/her family, loss and grief, death, and quality of life (QOL) (P < 0.001). Moreover, the average performance score of nurses in the fields of preparation for providing palliative care, self-assessment of ability to communicate with dying patients and their relatives, self-assessment of knowledge and skills in palliative care increased significantly in the intervention group compared to the control group (P < 0.001).Conclusions: End-of-life nursing education is recommended as an effective method for promoting knowledge, attitude, performance, and clinical competence among all nurses involved in end-of-life care.

Download Full-text

The Effect of an End-of-Life Nursing Education Consortium Course on Nurses' Knowledge of Hospice and Palliative Care in Korea

Journal of Hospice and Palliative Nursing ◽

10.1097/njh.0b013e318210fdec ◽

2011 ◽

Vol 13 (4) ◽

pp. 222-229 ◽

Cited By ~ 24

Author(s):

Hyun Sook Kim ◽

Boon Han Kim ◽

Su Jeong Yu ◽

Sanghee Kim ◽

Sook Hyun Park ◽

...

Keyword(s):

Palliative Care ◽

Nursing Education ◽

End Of Life ◽

Hospice And Palliative Care ◽

Nurses Knowledge

Download Full-text

Nurses' knowledge about palliative care in Southeast Iran

Palliative & Supportive Care ◽

10.1017/s1478951512001058 ◽

2013 ◽

Vol 12 (3) ◽

pp. 203-210 ◽

Cited By ~ 27

Author(s):

Sedigheh Iranmanesh ◽

Farideh Razban ◽

Batool Tirgari ◽

Ghazanfari Zahra

Keyword(s):

Palliative Care ◽

Intensive Care ◽

Nursing Education ◽

End Of Life ◽

Medical Sciences ◽

Intensive Care Nurses ◽

Undergraduate Nursing ◽

Dying Patients ◽

Palliative Care Units ◽

Nurses Knowledge

AbstractObjective:Palliative care requires nurses to be knowledgeable about different aspects of the care that they provide for dying patients. This study, therefore, was conducted to examine oncology and intensive care nurses' knowledge about palliative care in Southeast Iran.Method:Using the Palliative Care Quiz for Nursing (PCQN), 140 oncology and intensive care unit (ICU) nurses' knowledge about palliative care in three hospitals supervised by Kerman University of Medical Sciences was assessed.Results:In PCQN, the mean score was 7.59 (SD: 2.28). The most correct answers were in the category of management of pain and other symptoms (46.07%). The lowest correct answers were in the category of psychosocial and spiritual care (19.3%).Significance of results:These findings suggest that nurses' knowledge about palliative care can be improved by establishing specific palliative care units to focus on end-of-life care. This establishment requires incorporation of an end-of-life nursing education curriculum into undergraduate nursing studies.

Download Full-text

Global efforts to improve palliative care: the International End-of-Life Nursing Education Consortium Training Programme

Journal of Advanced Nursing ◽

10.1111/j.1365-2648.2007.04475.x ◽

2008 ◽

Vol 61 (2) ◽

pp. 173-180 ◽

Cited By ~ 39

Author(s):

Judith A. Paice ◽

Betty R. Ferrell ◽

Nessa Coyle ◽

Patrick Coyne ◽

Mary Callaway

Keyword(s):

Palliative Care ◽

Nursing Education ◽

End Of Life ◽

Training Programme

Download Full-text

The Use of Simulation to Teach Nursing Students and Clinicians Palliative Care and End-of-Life Communication: A Systematic Review

American Journal of Hospice and Palliative Medicine® ◽

10.1177/1049909118761386 ◽

2018 ◽

Vol 35 (8) ◽

pp. 1140-1154 ◽

Cited By ~ 18

Author(s):

Madison B. Smith ◽

Tamara G. R. Macieira ◽

Michael D. Bumbach ◽

Susan J. Garbutt ◽

Sandra W. Citty ◽

...

Keyword(s):

Systematic Review ◽

Palliative Care ◽

Nursing Students ◽

End Of Life ◽

Communication Skills ◽

End Of Life Care ◽

Learning Experiences ◽

Life Care ◽

Simulation Based ◽

End Of Life Communication

Objectives: To present the findings of a systematic review on the use of simulation-based learning experiences (SBLEs) to teach communication skills to nursing students and clinicians who provide palliative and end-of-life care to patients and their families. Background: Palliative care communication skills are fundamental to providing holistic patient care. Since nurses have the greatest amount of direct exposure to patients, building such communication competencies is essential. However, exposure to patients and families receiving palliative and end-of-life care is often limited, resulting in few opportunities to learn these skills in the clinical setting. Simulation-based learning experiences can be used to supplement didactic teaching and clinical experiences to build the requisite communication skills. Methods: Searches of CINAHL, MEDLINE, PsychINFO, ERIC, and Web of Science electronic databases and Grey Literature returned 442 unique records. Thirty articles met the established criteria, including the SBLE must contain a nursing role. Results: Simulation-based learning experience are being used to teach palliative and end-of-life communication skills to nursing students and clinicians. Lack of standardization, poor evaluation methods, and limited exposure to the entire interprofessional team makes it difficult to identify and disseminate validated best practices. Conclusion: While the need for further research is acknowledged, we recommend this evidence be augmented by training programs that utilize SBLEs through (1) applying standards, (2) clearly specifying goals and objectives, (3) integrating externally validated scenarios, and (4) employing rigorous evaluation methods and measures that link the SBLE to the training objectives and desired clinician practice behaviors and patient outcomes.

Download Full-text