Developing Palliative Care Competencies for the Education of Entry Level Baccalaureate Prepared Canadian Nurses

Jacono, Brenda; Young, L.; Richardson, H.; Cable-Williams, Beryl; Jewers, Heather; Lavoie, Mireille; Librach, Larry; Bidgood, Darcee; Mitchell, Mitzi G.

doi:10.2202/1548-923x.2251

Cited by 7 publications

(13 citation statements)

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“…For example, in the development of competency frameworks, only five papers in this review published before 2010 included service users ( 13 , 22 , 38 , 43 ). Engagement with patient and family advocacy groups broadens the conceptualisation of competency, particularly given the recent increase in consumer participation in health care ( 4 , 65 ). Service user participation in health care research may provide unique information about the effectiveness of health care systems including how to improve patient experience and outcomes ( 95 ).…”

Section: Discussionmentioning

confidence: 99%

Stakeholder Engagement in Competency Framework Development in Health Professions: A Systematic Review

et al. 2021

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Competency framework development in health professions has downstream implications for all relevant stakeholders, from the professionals themselves, to organisations, and most importantly end users of services. However, there is little guidance related to what stakeholders might be involved in the competency development process, and when. This review aimed to systematically review literature related to competency framework development methodology in health, to identify the breadth and purpose of key stakeholders commonly involved in the process. Studies were identified using five electronic databases (MEDLINE, PubMed, CINAHL, EMBASE, and ERIC) and a search of websites of organisations involved in curriculum or regulation using keywords related to competency frameworks. The total yield from all databases was 10,625 results, with 73 articles included in the final review. Most articles were from Australia (30%) and were conducted in the nursing (34%) profession. Unsurprisingly, practitioners (86%) and academics (75%) were typically engaged as stakeholders in competency framework development. While many competency frameworks were described as patient-focused, only 14 (19%) studies elected to include service users as stakeholders. Similarly, despite the multi-disciplinary focus described in some frameworks, only nine (12%) studies involved practitioners from other professions. Limiting the conceptualisation of competence to that determined by members of the profession itself may not provide the depth of insight required to capture the complexity of healthcare and address the needs of important stakeholder groups. Future methodology should attempt to engage a variety of relevant stakeholders such as external health professions and the community to match professional education to health service demands.Systematic Review Registration:https://www.crd.york.ac.uk/PROSPERO/display_record.php?RecordID=128350

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Section: Discussionmentioning

confidence: 99%

Stakeholder Engagement in Competency Framework Development in Health Professions: A Systematic Review

et al. 2021

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“…One of the three mixed-method papers utilised a longitudinal quantitative approach and thematic analysis to analyse qualitative data in response to open ended questions [ 36 ]. The second utilised a consultation survey via telephone and email, and a consensus-based comment and national approval process for data analysis [ 40 ]. The third paper used a 12-question survey that utilised mixed-method approach to evaluate students [ 46 ].…”

Section: Resultsmentioning

confidence: 99%

Student nurse education and preparation for palliative care: A scoping review

2023

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Background The World Health Organisation and palliative care stakeholders recommend that healthcare workers are educated in palliative care. Provision of high-quality palliative care is fundamental to nursing practice. However, caring for palliative care patients and meeting family needs is challenging without appropriate knowledge and experience. Palliative care education and clinical skill development for undergraduate student nurses is a priority to ensure graduate nurses are equipped with the knowledge and skill to deliver safe and competent care. Methods A scoping review guided by Arksey and O’Malley’s framework was used to identify undergraduate student nurses’ palliative care education and preparation. A comprehensive literature search of five electronic databases and grey literature were conducted from January 2002 to December 2021. The aim was to review the empirical evidence and ascertain how undergraduate student nurses’ palliative care education is organised, facilitated, delivered and evaluated. Screening was performed independently by two reviewers against eligibility criteria with meetings to discuss included papers and form a consensus. Data was extracted and related to palliative care undergraduate student nurses’ education, educational model, methodology, key findings, and recommendations. Analysed and summarised data was mapped onto the four key review questions (educational models utilised, methods used to assess effectiveness, facilitators/barriers and gaps in the literature). Results 34 papers met the criteria for this review. The review highlights that undergraduate nursing palliative care education is more evident in high income countries. Limited and diverse published research existing in low- and middle-income countries. Educational models utilised were theoretical and experiential learning and educational process, early integration and multiple learning methods which were highlighted as facilitating factors. However, crowded curricula, lack of palliative care clinical placement expertise, difficulty providing clinical placement, timing and delivery of palliative care and difficulty responding to simulated environments (manikins) were perceived barriers. Nevertheless, palliative care education can increase knowledge, positive attitude, self-confidence and adequate preparation of undergraduate student nurses. Conclusion This review highlights that there is limited research regarding the timing and delivery of palliative care principles and practice in undergraduate student nurse education. Early integration of palliative care education impacts upon students perceived preparedness for practice and positively influences their attitudes to palliative care provision.

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“…Canadian teacher training needs were recently illustrated as a concern through Brajtman, Fothergill-Bourbonnaia, Fiset, and Alain's 2009 single-site study which found only modest knowledge levels about the care of dying persons among 53 nurse educators [ 30 ]. Recently, the Canadian Hospice Palliative Care Association along with a number of Canadian nursing groups and Health Canada have collectively initiated a process to increase the amount of death education in nursing programs and also ensure its certainty there [ 31 ].…”

Section: Resultsmentioning

confidence: 99%

An Examination of Palliative or End-of-Life Care Education in Introductory Nursing Programs across Canada

Wilson

Goodwin

Hewitt

2011

Nursing Research and Practice

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An investigation was done to assess for and describe the end-of-life education provided in Canadian nursing programs to prepare students for practice. All 35 university nursing schools/faculties were surveyed in 2004; 29 (82.9%) responded. At that time, all but one routinely provided this education, with that school developing a course (implemented the next year). As compared to past surveys, this survey revealed more class time, practicum hours, and topics covered, with this content and experiences deliberately planned and placed in curriculums. A check in 2010 revealed that all of these schools were providing death education similar to that described in 2004. These findings indicate that nurse educators recognize the need for all nurses to be prepared to care for dying persons and their families. Regardless, more needs to be done to ensure novice nurses feel capable of providing end-of-life care. Death education developments will be needed as deaths increase with population aging.

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Developing Palliative Care Competencies for the Education of Entry Level Baccalaureate Prepared Canadian Nurses

Cited by 7 publications

References 0 publications

Stakeholder Engagement in Competency Framework Development in Health Professions: A Systematic Review

Stakeholder Engagement in Competency Framework Development in Health Professions: A Systematic Review

Student nurse education and preparation for palliative care: A scoping review

An Examination of Palliative or End-of-Life Care Education in Introductory Nursing Programs across Canada

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