Student Theses, Dissertations and Capstones

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Philosophy (PhD) in Nursing Education

Copyright Statement

All rights reserved. This publication is intended for use solely by faculty, students, and staff of Nova Southeastern University. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

First Advisor

Julia Aucoin

Date of original Performance / Presentation

January 2023

Publication Date / Copyright Date

1-1-2023

Abstract

The Institute of Medicine (2015) reported that hospice and palliative care are generally not taught in medical or nursing schools. The aim of the study was to discover the palliative care self-competence of faculty who teach in pre-licensure nursing programs, determine if the Competencies and Recommendations for Educating Nursing Students (CARES) (AACN, 2016) are utilized within nursing programs, and determine if the End-Of-Life Care Nursing Education Consortium (ELNEC, 2022) is used to deliver the content. A null hypothesis was offered that there is no significant relationship between the faculty participants' reported palliative care self-competence and the presence of the palliative care competencies in pre-licensure nursing programs in the U.S. The shared theory of palliative care by Desbiens et al. (2012) was applied. Surveys (1710) were emailed to pre-licensure accredited nursing programs using a systematic sampling plan, yielding a 4.3% response rate. Participants (N = 73) stated that they possessed the ability to meet the 17 palliative care competencies, but only ten of the 17 competencies were included in at least 75% of the programs. Moreover, only 15% of programs reported using the ELNEC curriculum to deliver the palliative care competencies. The null hypothesis was rejected after testing revealed a weak to moderate positive relationship between the participants’ reported palliative care self-competence and the presence of palliative care competencies in pre-licensure nursing. The results suggest that faculty need staff development to educate nursing students and display an urgency to re-invigorate the promotion of palliative and end-of-life care nursing education for faculty and students.

Disciplines

Nursing

Keywords

End-of-life care education; Nursing; Palliative care education; Pre-licensure education

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