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The effect of teaching methods in palliative care education for undergraduate nursing and medical students : a systematic review |
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| Author: | Hökkä, Minna1; Rajala, Mira2; Kaakinen, Pirjo2,3; |
| Organizations: |
1Kajaani University of Applied Sciences, Finland 2Research unit of Nursing Science and Health Management, University of Oulu, Finland 3Finnish Centre for Evidence-Based Healthcare: A JBI Centre of Excellence, Finland
4Faculty of Medicine and Health Technology, University of Tampere
5Palliative Care Centre, Tampere University Hospital, Finland 6Centria University of Applied Sciences, Finland |
| Format: | article |
| Version: | accepted version |
| Access: | open |
| Online Access: | PDF Full Text (PDF, 0.5 MB) |
| Persistent link: | http://urn.fi/urn:nbn:fi-fe2022090557262 |
| Language: | English |
| Published: |
Mark Allen Group,
2022
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| Publish Date: | 2022-12-21 |
| Description: |
AbstractBackground/Objectives: Palliative care should be seen as a human right and should be integrated into the healthcare system. Adequate palliative care education is seen as a facilitator to develop the integration of palliative care. Aims: To synthesize evidence of the effect of different teaching methods used in palliative care education to students’ competences, knowledge, attitude, or skills. Methods: Systematic review. Four databases (CINAHL, Eric, PubMed and Scopus) were searched, identifying 16 articles. Findings: Simulations, lectures, films and a humanistic approach all had a positive effect on students’ attitudes to care of a dying person. Problem-based learning, simulations and elective courses increased students’ knowledge of palliative care. Game interventions in education, decreased students’ fear of death and communication with dying patients and relatives became easier. Conclusions: Education interventions had positive effects on students’ attitudes and knowledge. However, there is a need for rigorous research about effective palliative care interventions using randomized designs, research about the effects of blended learning. see all
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| Series: |
International journal of palliative nursing |
| ISSN: | 1357-6321 |
| ISSN-E: | 2052-286X |
| ISSN-L: | 1357-6321 |
| Volume: | 28 |
| Issue: | 6 |
| Pages: | 245 - 253 |
| DOI: | 10.12968/ijpn.2022.28.6.245 |
| OADOI: | https://oadoi.org/10.12968/ijpn.2022.28.6.245 |
| Type of Publication: |
A2 Review article in a scientific journal |
| Field of Science: |
316 Nursing |
| Subjects: | |
| Funding: |
This work was supported by the EduPal project, which is a national flagship project funded by the Ministry of Culture and Education, Finland (Decision 29.3.2018 OKM/258/523/2017). The funders had no role in the design of the study or in the writing of the article. The content of this article reflects the views of the EduPal group members. The funder is not liable for any use that may be made of the information contained herein. |
| Copyright information: |
This document is the Accepted Manuscript version of a Published Work that appeared in final form in International Journal of Palliative Nursing, copyright © MA Healthcare, after peer review and technical editing by the publisher. To access the final edited and published work see https://doi.org/10.12968/ijpn.2022.28.6.245. |