Professional Education in End-of-Life Care: A US Perspective

Aulino, Felicity; Foley, Kathleen M.

doi:10.1177/014107680109400916

Cited by 23 publications

(16 citation statements)

References 20 publications

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“…Likewise in the US, offerings in end of life care have increased in nursing schools, yet in 1997 the US Institute of Medicine of the National Academy of Sciences identified large gaps in health care professionals' knowledge of strategies in dealing with patients' end of life issues (Aulino & Foley 2001). In examining end of life care and education for nurses over the past 20 years, researchers (Matza et al 2003;Mallory 2003) have systematically cited differences.…”

Section: Introductionmentioning

confidence: 99%

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

Dickinson

Clark

Sque

2008

Nurse Education Today

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End of life and palliative care topics have traditionally not been in nursing school curricula.Only in recent years have these been included. The aim of this research was to determine the current status of such an emphasis in programmes in the United Kingdom (UK). A mailed survey in 2006 to the 66 undergraduate (pre-registration) nursing programmes in the UK (return rate of 79%) determined that end of life and palliative care play a significant role in these programmes. Forty-five teaching hours on average were devoted to these topics. All of the schools have some provision on end of life and palliative care, and over 95% of students participated in these courses. A nurse was usually the primary instructor, although non-nurses were sometimes used. Attitudes toward dying and death and communicating with terminally-ill patients and family members were emphasised. By highlighting dying and death in the curricula, nursing schools appeared to be giving nursing students an opportunity to face the issue of death, thus helping them to be better prepared to help their patients and their families to do so.

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Section: Introductionmentioning

confidence: 99%

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

Dickinson

Clark

Sque

2008

Nurse Education Today

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“…By the mid-1980s, however, 80% of baccalaureate nursing programs and 82% of medical schools had death and dying units integrated into other courses and=or lectures, with 15% and 12%, respectively, offering a full semester course in death and dying (Dickinson, 1986(Dickinson, , 2006. Offerings in end-of-life care have increased in nursing and medical schools in recent years, yet in 1997 the United States Institute of Medicine of the National Academy of Sciences identified large gaps in health care professionals' knowledge of strategies in dealing with patients' end-of-life issues (Aulino & Foley, 2001). Likewise, Schwartz and colleagues (2005) noted that the curriculum needs to be continually upgraded, despite the recent improvements on end-of-life education.…”

mentioning

confidence: 99%

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

Dickinson

2007

Death Studies

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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.

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“…Debates about the topic are being updated frequently and growing amount of knowledge and experience has happened to be available for scholars around the world. In our age EOL care issues are considered as an inseparable part of medical education and clinical practice [6][7][8].…”

Section: Introductionmentioning

confidence: 99%

Thanatophobia in Medical Students: Approach to Death and Dying Patients Attitude Scale (ADDPAS) for Undergraduate Years in Medicine

Kavas

Öztuna

2011

J Canc Educ

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In recent decades growing efforts in Western countries in integrating end-of-life care issues into undergraduate medical education have been conspicuous. However, studies in this field are limited in Turkey. We aimed, therefore, as a first step, to develop an attitude scale in order to obtain objective data regarding medical students' approaches to death and dying patients. After applying the scale on medical students and performing exploratory factor analysis, it was found out to be composed of a two-dimensional structure. Then the internal construct validity of these dimensions was subjected to Rasch analysis and the reliability of them was tested by internal consistency and person separation index. As a result of overall analyses, we suggest a new scale which is capable of making valid and reliable measurements.

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Professional Education in End-of-Life Care: A US Perspective

Cited by 23 publications

References 20 publications

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

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

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

Thanatophobia in Medical Students: Approach to Death and Dying Patients Attitude Scale (ADDPAS) for Undergraduate Years in Medicine

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