End-of-Life and Palliative Care Issues in Medical and Nursing Schools in the United States

Abstract

Medical and nursing schools in the United States have traditionally had a limited emphasis on end-of-life care. The present study is a comparison of these 2 professional programs' current offerings on death education. Data were gathered via a mailed survey from the 122 medical schools in 2005 and the 580 baccalaureate nursing programs in 2006. Return rates of 81% and 71%, respectively, were received. All medical schools and 99% of nursing schools reported offering something on death and dying, with over 90 % of students in these programs participating. The average number of hours offered in both professional programs is less than 15. Over 87% in both programs have offerings in palliative care. Whereas nursing programs rely almost solely on nurses for end-of-life course provisions, medical schools are more interdisciplinary by faculty. End-of-life issues are presented in both medical and nursing curricula, though on a limited basis. This emphasis exposes students to the issues, though not in an in-depth way.

Palliative care and end of life issues in UK pre-registration, undergraduate nursing programmes

“…The current study of UK preregistration undergraduate nursing programs reveals that 96-plus percent include communication with terminally ill patients and family members (compared with 92 percent in the US study of 407 undergraduate baccalaureate nursing programmes by Dickinson 2007), suggesting that this high priority should enhance nurse-patient-family interactions. Also, hospice visits occur with nearly two-thirds of these nursing students.…”

“…The topic of attitudes toward death and dying was included in the curriculum 13 of 90 percent of 407 US undergraduate baccalaureate nursing programmes, according to Dickinson (2007). As previously noted, nurses need to recognise and confront their own reactions to death before they can help their patients.…”

Pharmacy Students' Attitudes Toward Death and End-of-life Care

“…Numerous studies have been performed surveying various medical, nursing, and pharmacy colleges to determine the amount of time and attention that end-of-life care education receives in their respective curricula. [2][3][4][5][6][7][8][9][10][11][12] As would be expected, those studies report an overall increased focus on end-of-life care education in US medical schools; however, little longitudinal research has been performed in other health professions' schools. 3,[6][7][8][9]11 Two studies conducted in 1985 investigated the status of death education in US colleges and schools of pharmacy as well as student involvement and instructor background.…”

“…Not surprisingly, the subsequent post-experiential mean total score of 86 was significantly higher than that of the pre-discussion mean total score of 83 (p , 0.05). Significant differences were seen in Items 1,4,5,8,12, and 23, with students responding more favorably in the post-experiential survey instrument than in the pre-discussion survey instrument. The greatest differences involved perceived comfort in talking with other members of the health care team and their patients (Items 4 and 5, respectively), and having sufficient knowledge about end-of-life issues (Item 23) (p , 0.01 for all 3 items).…”

“…[2][3][4][5][6][7][8][9][10][11][12][13][14] Health care professionals are often on the front lines of death and dying, but may be ill-prepared by their professional education to help in these situations. Numerous studies have been performed surveying various medical, nursing, and pharmacy colleges to determine the amount of time and attention that end-of-life care education receives in their respective curricula.…”