Toni L Glover1, Cynthia Garvan1, Rose M Nealis2, Sandra W Citty2, David J Derrico1. 1. 1 Biobehavioral Nursing Science, College of Nursing, University of Florida, Gainesville, FL, USA. 2. 2 Family, Community and Health System Science, College of Nursing, University of Florida, Gainesville, FL, USA.
Abstract
OBJECTIVE: It is imperative that nurses are proficient and comfortable providing care to patients at the end of life. Recent studies show that nurses' knowledge of end-of-life care is less than optimal. Effective, evidence-based methods to infuse palliative and end-of-life care education into the undergraduate nursing curriculum are needed. METHODS: A descriptive pre- and postassessment evaluating senior nursing students' acquisition of knowledge on end-of-life care after attending the End-of-Life Nursing Education Consortium (ELNEC) core course was conducted. The course evaluation included qualitative statements. RESULTS: Before the ELNEC course, one-third of the students had cared for a dying patient during clinical rotations, yet 85% reported they had not received adequate training in end-of-life care. Posttest questions related to palliative care, symptom management, communication, and grief indicated that students acquired significant knowledge after participating in the ELNEC course ( P < .05). CONCLUSION: The ELNEC core course is an effective way to improve nursing students' knowledge of palliative and end-of-life care.
OBJECTIVE: It is imperative that nurses are proficient and comfortable providing care to patients at the end of life. Recent studies show that nurses' knowledge of end-of-life care is less than optimal. Effective, evidence-based methods to infuse palliative and end-of-life care education into the undergraduate nursing curriculum are needed. METHODS: A descriptive pre- and postassessment evaluating senior nursing students' acquisition of knowledge on end-of-life care after attending the End-of-Life Nursing Education Consortium (ELNEC) core course was conducted. The course evaluation included qualitative statements. RESULTS: Before the ELNEC course, one-third of the students had cared for a dying patient during clinical rotations, yet 85% reported they had not received adequate training in end-of-life care. Posttest questions related to palliative care, symptom management, communication, and grief indicated that students acquired significant knowledge after participating in the ELNEC course ( P < .05). CONCLUSION: The ELNEC core course is an effective way to improve nursing students' knowledge of palliative and end-of-life care.
Entities:
Keywords:
End-of-Life Nursing Education Consortium (ELNEC); baccalaureate nursing education; end-of-life care; hospice and palliative care nursing; palliative care