Experiences of nursing students participating in end-of-life education programs: A systematic review and qualitative metasynthesis

Abstract

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Shortening the Frommelt Attitude Toward the Care Of the Dying Scale (FATCOD-B): a Brief 9-Item Version for Medical Education and Practice

“…This study examined two revisions of the original 30-item FATCOD in which the scale was reduced to a subset of functioning items [16,17]. Seven items (8,9,11,13,14,26,28) were selected in both studies. Five items (3,5,6,7,15) were only retained in the previous study of the authors [16] and 2 items (25,29) were isolated in the study of Browall and colleagues [17].…”

“…Accordingly, there has been an increase in palliative care curricula in medical and nursing schools in recent decades worldwide. Medical educators have defined guidelines on essential contents for adequate training in palliative care and proposed teaching methods to train medical and nursing students on interpersonal and communication skills in end-of-life care, often from a teaching perspective [5][6][7][8].…”

Finnish nursing students’ perceptions of the development needs in palliative care education and factors influencing learning in undergraduate nursing studies – a qualitative study

“…In addition to the content of palliative care education, the students specified which teaching methods they preferred. Earlier literature has confirmed that various methods are effective at enhancing students’ palliative care learning [ 22 , 23 , 48 ], with this study providing a unique, detailed view of which aspects of palliative care and which teaching methods they prefer.…”

Nursing undergraduates’ experiences of a simulation-centred educational program in hospice care in Macao: A qualitative research

“…Ruiz-Pellón's et al. [ 12 ] review concluded that simulation activities conveyed a feeling of safety and ease. These results were in line with our participants’ experience.…”

“…As an experiential learning method, the simulation was increasingly accepted as a preparation, substitute, or supplement for hospice clinical practice. One systematic review, which included the end-of-life education programs from 2008 to 2018, concluded that simulation-based activities were the primary educational method and were considered valuable and beneficial for learning in end-of-life education programs [ 12 ].…”