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Integration of Palliative Care Educa...

Fujita, Chelsea,

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Integration of Palliative Care Education for Graduate Nursing Students /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Integration of Palliative Care Education for Graduate Nursing Students // Chelsea Fujita.
Author:	Fujita, Chelsea,
Description:	1 electronic resource (40 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-03, Section: B.
Contained By:	Dissertations Abstracts International85-03B.
Subject:	Nursing. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30491826
ISBN:	9798380409841

Integration of Palliative Care Education for Graduate Nursing Students /
Fujita, Chelsea,

Integration of Palliative Care Education for Graduate Nursing Students /Chelsea Fujita. - 1 electronic resource (40 pages)

Source: Dissertations Abstracts International, Volume: 85-03, Section: B.

Problem Statement: The demand for compassionate, high-quality, evidence-based palliative and end-of-life care is increasing with the rising number of Americans living with multiple serious illnesses and chronic diseases. Unfortunately, a concerning gap in palliative and end-of-life care education has been identified within the majority of medical and nursing schools across the nation.Purpose: This evidence-based curriculum development project aimed to increase graduate nursing students' perception of their ability to meet national palliative care competencies (G-CARES 2nd ed.).Methods: The author developed six palliative care learning activities that align with the End-of-Life Nursing Education Consortium's (ELENC) Graduate curriculum, adapted the activities to the local context in Hawaii, and integrated them into the DNP program curriculum. A cohort of 26 University of Hawaii at Manoa DNP students who participated in the palliative care learning activities was invited to participate in a pre and post-intervention survey measuring levels of perceived competence in palliative care (G-CARES-PC 2.0).Results: There was a 15.9% increase in group mean perceived competence scores from before participating in the learning activities (T0) to after (T1).Discussion: The results of this project align with the literature showing that evidence-based palliative care educational interventions employed through multimodal learning strategies can enhance learning outcomes in palliative care education. The palliative care learning activities developed by the author offer a ready-to-use teaching strategy that can be seamlessly adopted by other graduate nursing programs that seek to assist their students in meeting current national palliative care standards.

English

ISBN: 9798380409841Subjects--Topical Terms:

528444
Nursing.
Subjects--Index Terms:

End-of-life care

Integration of Palliative Care Education for Graduate Nursing Students /
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500 $a Source: Dissertations Abstracts International, Volume: 85-03, Section: B.
500 $a Advisors: Wada, Randal Committee members: Lippe, Megan; Tessier, Karen.
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520 $a Problem Statement: The demand for compassionate, high-quality, evidence-based palliative and end-of-life care is increasing with the rising number of Americans living with multiple serious illnesses and chronic diseases. Unfortunately, a concerning gap in palliative and end-of-life care education has been identified within the majority of medical and nursing schools across the nation.Purpose: This evidence-based curriculum development project aimed to increase graduate nursing students' perception of their ability to meet national palliative care competencies (G-CARES 2nd ed.).Methods: The author developed six palliative care learning activities that align with the End-of-Life Nursing Education Consortium's (ELENC) Graduate curriculum, adapted the activities to the local context in Hawaii, and integrated them into the DNP program curriculum. A cohort of 26 University of Hawaii at Manoa DNP students who participated in the palliative care learning activities was invited to participate in a pre and post-intervention survey measuring levels of perceived competence in palliative care (G-CARES-PC 2.0).Results: There was a 15.9% increase in group mean perceived competence scores from before participating in the learning activities (T0) to after (T1).Discussion: The results of this project align with the literature showing that evidence-based palliative care educational interventions employed through multimodal learning strategies can enhance learning outcomes in palliative care education. The palliative care learning activities developed by the author offer a ready-to-use teaching strategy that can be seamlessly adopted by other graduate nursing programs that seek to assist their students in meeting current national palliative care standards.
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