Person-centred end-of-life curriculum design in adult pre-registration undergraduate nurse education: A three-year longitudinal evaluation study

Abstract

Please cite this article as: D. Goode, P. Black and J. Lynch, Person-centred end-oflife curriculum design in adult pre-registration undergraduate nurse education: A threeyear longitudinal evaluation study, Nurse Education Today(2019),

Listening to patients' voices: Applying the design‐thinking method for teaching person‐centered care to nursing students

“…Hence, this study expects this teaching method is suitable for fostering Regarding training methods, the design-thinking method is assumed less costly than web-based videos and digital storytelling 25 and video-based teaching, 27 and it also provides a more-realistic clinical experience than faculty-led role-play simulations, 29 traditional teaching methods, 26 web-based videos, 25 and video-based teaching. 27 However, using design-thinking reduces the opportunities for repeated learning, and so this study suggests that further studies should consider integrating design-thinking and the web-basedvideos method when training nursing students about PCC.…”

“…23 However, there are currently only a few programs included in the nursing school curriculum. In the past decade, these programs were mostly conducted in countries such as Australia, 24 Canada, 25 Sweden, 21 the United Kingdom, 26 and the United States. [27][28][29][30] The methods used for teaching have varied among the studies, including using web-based videos and digital storytelling, 25 video-based teaching, 27 clinical assessment tools, 28 faculty-led roleplay simulations, 29 workshops, 24 problem-based learning, and traditional teaching strategies.…”

“…[27][28][29][30] The methods used for teaching have varied among the studies, including using web-based videos and digital storytelling, 25 video-based teaching, 27 clinical assessment tools, 28 faculty-led roleplay simulations, 29 workshops, 24 problem-based learning, and traditional teaching strategies. 26 Among the numerous teaching methods, design-thinking has received increasing attention from both scholars and practitioners in multiple disciplines as a creative and innovative approach for responding to complex problems; it identifies the needs of the user and provides solutions to respond to these needs. 31 This method consists of five phases (empathize, define, ideate, prototype, and test), and requires in-depth exploration of the perceived problem before implementing potential solutions.…”

Core components of end-of-life care in nursing education programs: a scoping review

“… Eltaybani et al [ 3 ] 2020 Egypt Palliative and end-of-life care education in nursing curricula 95 nursing instructors Cross-sectional The educational content of palliative and end-of-life care considered by the researchers in this study includes the end-of-life process, physical aspects, psychiatric aspects, social dimension, spiritual, religious, and existential dimensions, cultural dimension, patient care at the end of life, and ethical and legal aspects. Dobrowolska et al [ 25 ] 2019 Poland Predicted difficulties, educational needs, and interest in working in end of life care among nursing and medical students 112 nursing students and 101 medical students Cross-sectional Subjects suggested by both groups to be included in the educational program: (1) How to communicate with the dying patient and his family; (2) Psychological support for the patient and family (3) Physical care of the patient (4) Spiritual and social care of the patient (5) Using new methods for education instead of relying on traditional approaches Tamaki et al [ 26 ] 2019 Japan Effectiveness of end-of-life care simulation in undergraduate nursing education 38 third-year undergraduate nursing students Randomized controlled trial The education content included the following topics: (1) Pain management (2) Effective therapeutic communication techniques (3) Psycho-emotional support for the patient Goode et al [ 27 ] 2019 Great Britain Person-centered end-of-life curriculum design in adult pre-registration undergraduate nurse education 336 undergraduate nursing students Longitudinal The main topics of the program were: (1) Preparation for death and dying; (2) Promotion of self-care and self-awareness (3) Preparation for difficult conversations at the end of life (4) Coping skills (5) Supporting the family (6) Considering values Griffith et al [ 13 ] 2018 Great Britain Prepared for end-of-life care: a - ...…”

Planning of professional and life trajectories of university graduates of environmental educational programs

“…An important aspect of the study is, in our opinion, influencing the architecture of the life and professional goals of young environmentalists -the readiness to overcome negative emotions in the process of interacting with the object of work. Moreover, a more accurate knowledge of the object and the subject of labour can give opportunity to correctly form the life and professional strategies of graduates and the period of study in bachelor's programs [15][16][17].…”