Palliative Care in Medical School Curricula: A Survey of United States Medical Schools

Cohen, Emily; Riggs, R. Thomas; Byock, Ira

doi:10.1089/jpm.2008.0118

Cited by 57 publications

(43 citation statements)

References 7 publications

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“…We do not believe this to be a major concern because our respondents' attitudes toward and their perception of common barriers to education were similar to those reported by medical schools deans. 37,38 Third, although our study documented that instruction in palliative care is often sparse, it was not designed to assess the quality of instruction that was offered (eg, we do not know if instructors were ELNEC certified). We also were unable to determine the exact nature of the instruction (eg, preceptorships vs observational learning).…”

Section: Discussionmentioning

confidence: 99%

Palliative Care Education in Nurse Practitioner Programs

Jensen-Seaman

Hebert

2016

Nurse Educator

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The need for clinicians trained in palliative care will increase as more Americans live with life-limiting illness. Although multiple studies have described the nature of palliative care education in prelicensure programs, there have been no similar studies of nurse practitioner programs. We surveyed 101 nurse practitioner programs. Most programs provide little instruction in palliative care; education is often limited to a few hours of lecture. One-third of programs offer no instruction. Although palliative care is an important component of advanced practice nursing practice, programs may not be providing adequate education.

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Section: Discussionmentioning

confidence: 99%

Palliative Care Education in Nurse Practitioner Programs

Jensen-Seaman

Hebert

2016

Nurse Educator

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“…Overall, most US medical schools also favor integrating EOL issues throughout the program in existing courses or clerkships, rather than creating a new course devoted strictly to this subject matter. 13 Thus, United Kingdom medical schools tend to be following the recommendation of Horowitz and colleagues 10 to integrate these offerings into existing courses.…”

Section: Discussionmentioning

confidence: 99%

End-of-Life Issues in UK Medical Schools

Dickinson

Paul

2014

Am J Hosp Palliat Care

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“…It is especially difficult if no one person is responsible for the coordination and teaching of this content. A case in point was the survey done by Van Aalst-Cohen, Riggs, and Byock [11] , in which they noted a very poor response rate from U.S. medical schools.…”

Section: Discussionmentioning

confidence: 99%

The voice of nurse educators on teaching end of life care in U.S. schools of nursing

Todaro-Franceschi

Lobelo²

2014

JNEP

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Background: End of life care (EOLC) education is important for those engaged in the caring professions. In 1997 the principal investigator (PI) for this study, working as a nurse educator, noted that there was no EOLC in the undergraduate program in her school of nursing, and she began to incorporate content into her teaching. She was not alone; over a decade ago it was identified by the American Association of Colleges of Nursing (AACN) that there were deficiencies in EOLC nursing education. AACN worked with the City of Hope National Medical Center to form the End of Life Nursing Education Consortium (ELNEC) to help address the pedagogic insufficiency. The PI was in the first ELNEC Trainer cohort in 2001 and has been to several other ELNEC conferences since then. The author's experiences with the integration of EOLC education, along with ongoing commentary from other nurse educators at various conferences and seminars, prompted this study. Methods:This was an exploratory descriptive study in which nurse educators in U.S. schools of nursing were invited to participate in a survey to elicit information regarding the current state of end of life care (EOLC) education in their respective school programs. A survey was developed and after IRB approval was emailed in several phases to academic nursing programs throughout the United States. Among respondents who met inclusionary criteria for the survey, 233 completed the survey. Survey participants were anonymous and were also invited to provide commentary and recommendations. Analysis-synthesis of qualitative data was done to identify if there were any themes.Results: Two hundred and four participants responded to the question of whether they had been able to integrate EOLC content into their respective programs and 138 answered in the affirmative, although almost all of the participants, even those who claimed some success in the integration of EOLC content, shared having met with various obstacles. How much EOLC education was integrated and what was actually taught varied considerably. Significant barriers to EOLC education were identified by many respondents and recommendations for improvement were offered. Conclusions:Nurse educators need to champion EOLC education in schools of nursing to ensure that nurses today and tomorrow will be prepared to provide the quality care that society deserves.

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Palliative Care in Medical School Curricula: A Survey of United States Medical Schools

Cited by 57 publications

References 7 publications

Palliative Care Education in Nurse Practitioner Programs

Palliative Care Education in Nurse Practitioner Programs

End-of-Life Issues in UK Medical Schools

The voice of nurse educators on teaching end of life care in U.S. schools of nursing

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