Integrating palliative care content into a new undergraduate nursing curriculum: The University of Notre Dame, Australia – Sydney experience

Ramjan, John; Costa, Catherine; Hickman, Louise; Kearns, Margot; Phillips, Jane

doi:10.1016/j.colegn.2010.04.009

Cited by 41 publications

(39 citation statements)

References 20 publications

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“…There are a range of health professionals that provide care to people who have a life limiting condition; however nurses spend more time with people nearing the end of their life, than any other health professional. For this reason, it is important that graduate nurses have core capabilities required to care for these people [3][4][5][6]. Nursing students agree that palliative care is an essential component of their curriculum [7,8].…”

Section: Introductionmentioning

confidence: 99%

Are newly graduated nurses ready to deal with death and dying? - A literature review

Deravin¹,

Anderson²,

Croxon³

2016

Nurs Palliat Care

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Objectives: This article examines the literature currently available to explore the readiness of students and new graduate nurses when faced with death and dying within the workplace.Design: This study was a systematic literature review on research articles from peer reviewed journals using the PRISMA framework.Data sources: Databases utilised in the search included EBSCOHost, Primo Search and Google Scholar.Review methods: Key search terms included new graduate nurses, life limiting illness, nursing undergraduate, nursing students, palliative care. Abstracts of these articles were reviewed to ensure that they related to new graduate and undergraduate nurse experiences with death and dying. Further interrogation of the reference lists located another 39 articles for possible inclusion. Duplicates were removed. Articles for inclusion were to be full text articles available in English and within the date range of 2009 to 2015. This left a total of 31 articles for the review.Results: From the review four key themes emerged. These were; the importance of palliative care in undergraduate nursing curricula, readiness for dealing with death and dying, the death experience for different patient populations and education strategies. Conclusions:There is an increasing emphasis on education strategies to assist with the end of life care knowledge and skills for nursing students. Simulation is seen to be a positive way to provide undergraduate education in end of life care as simulated exposure to dying patients is recognised as an effective means alleviating anxiety regarding death and the care of dying patients. While palliative care is viewed as an important aspect of undergraduate nursing education it is recognised as an area of practice that undergraduate nurses feel they are not adequately prepared for. Undergraduate education needs to incorporate skills such as having conversations and communicating effectively with patients and families experiencing end of life issues.

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Section: Introductionmentioning

confidence: 99%

Are newly graduated nurses ready to deal with death and dying? - A literature review

Deravin¹,

Anderson²,

Croxon³

2016

Nurs Palliat Care

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“…While, academic leaders ensure that the next generation of nurses are adequately prepared to provide a palliative approach by embedding appropriate content across the curricula (Ramjan et al . ).…”

Section: Inspire a Shared Visionmentioning

confidence: 97%

Exemplary nursing leadership is central to improving care of the dying

Phillips

Agar

2016

J Nurs Manag

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“…2009) indicate that student nurses tend to lack palliative care knowledge and find themselves unprepared and insecure when it comes to caring for and communicating with dying patients. Student nurses are offered various courses on palliative practice internationally (e.g., Ramjan, Costa, Hickman, Kearns, & Phillips, 2010), but a literature review seems to indicate that education within this field is not systemized on the bachelor level.…”

Section: Familiarity Knowledge In a Palliative Contextmentioning

confidence: 99%

Familiarity Knowledge in Student Nurses’ Clinical Studies: Exemplified by Student Nurses in Palliative Care

Haugan¹,

Hanssen

2012

Res Theory Nurs Pract

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In this article based on a literary study, the form of knowledge namedfamiliarity knowledgeis examined. Although rooted in the philosophical tradition of Wittgenstein and Polanyi, the development of familiarity knowledge is tied in with clinical practice and particular patients and contexts while paying attention to the framework factors influencing the setting as a whole as well as with theoretical knowledge relevant to the situation at hand. Palliative care makes a backdrop for some of the discussion. Familiarity knowledge can never be context free and attends to that which is unique in every nurse–patient relationship. Both assertive and familiarity knowledge are needed to care for dying patients in a competent, sensitive, and truly caring manner. Mentors need to help students synthesize assertive knowledge and familiarity knowledge during their clinical studies to enrich both kinds of knowledge and deepen their understanding. Student nurses expertly mentored and tutored while caring for dying patients living at home become, for instance, less apprehensive about facing dying patients than students not so mentored. Nurses need to understand the complexity of nursing care to be able to see the uniqueness of the situation and approach the individual patient on the bases of experience and insight.

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Integrating palliative care content into a new undergraduate nursing curriculum: The University of Notre Dame, Australia – Sydney experience

Cited by 41 publications

References 20 publications

Are newly graduated nurses ready to deal with death and dying? - A literature review

Are newly graduated nurses ready to deal with death and dying? - A literature review

Exemplary nursing leadership is central to improving care of the dying

Familiarity Knowledge in Student Nurses’ Clinical Studies: Exemplified by Student Nurses in Palliative Care

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