The experiences of providing children’s palliative care education in undergraduate nursing programmes – A discussion of some practical issues

Nicholl, Honor; Price, Jayne

doi:10.1016/j.nepr.2011.10.011

Cited by 12 publications

(5 citation statements)

References 16 publications

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“…Our review shows that outcomes and effectiveness have been primarily evaluated using quasi-experimental designs, including: a controlled longitudinal design [ 24 ], a controlled pretest-posttest design [ 19 , 22 , 26 , 28 ], a pretest-posttest single group design [ 21 , 24 , 31 , 32 ] and a posttest only design [ 29 , 34 ]. Some studies employed both qualitative and quantitative methods to assess course impacts and students’ satisfaction [ 27 , 28 , 32 ].…”

Section: Methodsmentioning

confidence: 99%

“…Whether students should be exposed to palliative and end of life care content at an earlier or later stage of their nursing course remains unclear. While it is suggested that at a later stage students might have some background knowledge which facilitates their learning about palliative care [ 20 ], earlier implementation might enhance students’ understanding of the principles of palliative care and prevent them from developing misconceptions about palliative care during early clinical practice experiences [ 20 , 34 ]. This seems to suggest that decisions about when to include palliative care education at the pre-registration level should be informed by students’ previous learning and clinical practice exposure.…”

Section: Methodsmentioning

confidence: 99%

“…Moreover, results of those studies without a control group may have been affected by extraneous variables [ 38 ]. In addition, the use of small sample sizes while beneficial to the educational process [ 34 ] raises methodological issues relating to representativeness and generalizability of results.…”

Section: Methodsmentioning

confidence: 99%

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A modified systematic review of research evidence about education for pre-registration nurses in palliative care

2014

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BackgroundWe undertook a modified systematic review of research regarding educational approaches to and effectiveness of pre-registration palliative care nursing, to inform the development of a short course in palliative care for pre-registration nursing students in Cameroon. The aim of this review was to examine educational approaches applied to pre-registration palliative care nursing education and their effectiveness, and to discuss implications for the development of palliative care curricula in resource-poor countries.MethodA modified systematic review of research on palliative care educational interventions, conducted with pre-registration student nurses was undertaken. Relevant literature was gathered from CINAHL, EMBASE, MEDLINE and PsychINFO databases for the period 2000–2013. Inclusion was limited to studies of educational interventions evaluating the effectiveness and outcomes of palliative and end of life care education with pre-registration student nurses.Results17 studies were found, all of which were conducted in resource-rich countries: United States of America, Canada, Australia, and United Kingdom. Palliative care nursing education at pre-registration level is either delivered as a discrete course within the curriculum or palliative care content is embedded into other nursing specialty courses throughout the wider curriculum. Palliative care education is delivered to students at a variety of stages in their nursing program, using a mix of both didactic and experiential educational strategies. Course facilitators span palliative care specialists, educators who have attended ‘train-the-trainer’ courses in palliative care, and nurses with hospice experience. Education is underpinned by transformative and experiential learning theories and reported as effective in improving students’ attitudes towards care of the dying.ConclusionThe educational strategies identified in this review may be applicable to resource-poor countries. However, there are challenges in transferability because of the lack of availability of specialist palliative care practitioners who can serve as educators, specialist palliative care units/institutions for experiential learning, funds to design and use high fidelity simulations, and palliative care textbooks and other educational materials. There is thus a need for innovative educational strategies that can bridge these barriers in resource-poor countries. There is also a need for further research into how palliative care education impacts on pre-registration student nurses’ knowledge and practice.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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A modified systematic review of research evidence about education for pre-registration nurses in palliative care

2014

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“…Furthermore, institutions who would like to have the principles of neonatal palliative care taught to their staff or students have had difficulty finding people qualified to teach this material (16,17). One study found that more than half of NICUs do not have any comfort care guidelines, and of those surveyed, 91% noted that their institution would benefit from additional PNPC education (18). This aligns with nationally recognized organizations including Worldwide Palliative Care, National Consensus Project for Quality Palliative Care, and American College of Obstetrics and Gynecology, all of whom have recommendations that institutions develop and implement PNPC programs (9,19,20).…”

Section: Discussionmentioning

confidence: 99%

Evaluation of learning transfer after a perinatal/neonatal palliative care virtual training course

2023

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BackgroundThe success of a training can be determined by the degree of learning transfer. To address a gap in educational offerings during the pandemic, an interdisciplinary team developed and offered a 3-day virtual course, called Next Level Perinatal Palliative Care Training.ObjectiveThis study aimed to evaluate the transfer of learning and practice from a virtual training course on perinatal/neonatal palliative care (PNPC) by a range of clinicians.Study designA descriptive prospective survey design was used to collect data at two time points, immediately following the training course and 6 months later. Frequency and descriptive statistics were used to measure the implementation of PNPC quality indicators, self-reported competence, and clinical facilitators and barriers. A t-test was used to compare participants’ anticipated learning transfer to actual learning transfer. Two open-ended items assessed benefits and drawbacks of virtual training.ResultsAt course completion, participants anticipated opportunities to implement PNPC strategies with means of 84–87, and at the 6-month mark, the reported implementation had means ranging from 71 to 77. At 6 months post training, participants reported feeling competent/highly competent in each variable with frequency scores of 89%–98%. The opportunity to learn key concepts of PNPC and refresh skill sets ranked as the top facilitators, while the top barriers were the lack of opportunity to use PNPC principles and the lack of funding.ConclusionLearning transfer after a virtual training course of PNPC proved to be successful, with a high rate of self-reported actual implementation and competence at 6 months after the training.

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“…That said, and as was found in Mellor et al, study (2013) in the field and specialist knowledge in teaching in programmes of this type. The importance of credibility has also been reported in undergraduate palliative care programmes (Nicholl and Price, 2012). A lack of expertise can cause students to report negatively on teaching, to display disinterest or to dismiss the content as irrelevant to their practice which can impact on learner motivation.…”

Section: Accepted Manuscriptmentioning

confidence: 97%

An evaluation of an interprofessional master's level programme in children's palliative care: The students' evaluation

Nicholl

Price

Tracey

2016

Nurse Education in Practice

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In 2010/12 an innovative children's palliative care interprofessional educational project funded by the Irish Hospice Foundation was undertaken in a University faculty (Trinity College Dublin). This initiative responded to international educational recommendations to meet the palliative care needs of children. The project involved the development and delivery of 3 standalone modules at Master's level and a substantive research evaluation of the project to examine stakeholders and students perspectives to provide an insight into their experiences and to gather data for future developments. The research evaluation was conducted in two parts, part one sought students' evaluation and part two sought stakeholders', curriculum developers and lecturers' feedback. This paper reports the students' evaluation. Findings indicate that students perceived undertaking the modules provided them with the opportunity for improved interprofessional learning and they found modular content and assessment challenging. They also found the modules met their educational needs and also promoted an awareness of interprofessional education and the collaborative teamwork involved in children's palliative care. These students already experienced in children's palliative care indicated that those teaching on programmes at this level need expertise and programme time needs to be available for sharing experiences and for consolidation of learning.

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The experiences of providing children’s palliative care education in undergraduate nursing programmes – A discussion of some practical issues

Cited by 12 publications

References 16 publications

A modified systematic review of research evidence about education for pre-registration nurses in palliative care

A modified systematic review of research evidence about education for pre-registration nurses in palliative care

Evaluation of learning transfer after a perinatal/neonatal palliative care virtual training course

An evaluation of an interprofessional master's level programme in children's palliative care: The students' evaluation

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