Integration of end-of-life care content in undergraduate nursing

PubMed ID: 19161963

Wallace M.  Grossman S.  Campbell S.  Robert T.  Lange J.  Shea J.


 Yale University School of Nursing, New Haven, CT 06536-0740, USA.

 Integration of end-of-life care content in undergraduate nursing
 curricula: student knowledge and perceptions.

 Journal of Professional Nursing.  25(1):50-6, 2009 Jan-Feb.
 Studies indicate that nurses spend more time with patients at the end of
 life than any other health care discipline (K. M. Foley & H. Gelband,
 2003). So it is imperative that nurses be educated so they can provide
 this high-quality end-of-life care. The purpose of this project was to
 provide a current state of end-of-life nursing education in the literature
 and to report on end-of-life knowledge and experiences of two groups of
 nursing students in one small, liberal arts university. A total of 111
 undergraduate students (61 sophomores and 50 seniors) were administered a
 50-item, multiple-choice test to determine their baseline knowledge about
 end-of-life care. Sophomore scores ranged from 20% to 86% with a mean of
 60.98 (SD = 11.83). Senior pretest scores ranged from 70% to 96% with a
 mean of 83.26 (SD = 6.6). An independent samples t test was conducted to
 determine if there was a difference in group mean knowledge between
 sophomore and senior students. Levene's test for equality of variance was
 significant (F = 4.22, P < .05); thus, a t test with equal variance
 assumed revealed a significant difference between sophomore and senior
 group means (t = -10.44, P < .001). The review of literature and student
 knowledge and experience assessment resulted in the development of a model
 of end-of-life curriculum integration implemented at the university and
 sets the stage for future program evaluation studies.