Impact of a Palliative Care Course on Pre-Registration Nursing Students’ Palliative Care Knowledge
Central African Journal of Public Health
Volume 5, Issue 2, April 2019, Pages: 58-64
Received: Jun. 7, 2018;
Accepted: Feb. 1, 2019;
Published: Feb. 28, 2019
Views 141 Downloads 24
Nahyeni Bassah, Department of Nursing, University of Buea, South-West Region, Cameroon
John Ngunde Palle, Department of Nursing, University of Buea, South-West Region, Cameroon
In resource-poor settings some preregistration nursing curricula, do not include any palliative care content, and practising nurses, both newly graduated and student nurses have limited knowledge about palliative care. The aim of this study was to evaluate the impact of a palliative care course on Cameroonian preregistration nursing students’ palliative care knowledge. The study employed a longitudinal quasi-experimental pretest/posttest design. A 30 hours classroom based palliative care course, underpinned by the experiential learning theory was delivered to second and third year nursing students in a University in Cameroon. An evaluation of the impact of the course on students’ palliative care knowledge was conducted via a pretest/posttest survey. Data was analysed using both descriptive and inferential statistics. The study revealed very poor palliative care knowledge among preregistration nursing students, with a mean pretest score of 5.72/20 (Standard deviation of 2.54; Confidence Interval: 5.11-6.34). After the palliative care course there was a statistically significantly improvement in students’ overall palliative care knowledge, with a posttest score of 11.36 (SD= 2.03, CI 10.85-11.87). Demographic factors like students’ level in the nursing course and age were seen to be associated with students’ pre-course scores (P=0.002 and 0.027 respectively), but no demographic factor was implicated in the posttest score. There is therefore a need for curriculum revision to include palliative care content in the preregistration nurse training curricula of the pilot University.
John Ngunde Palle,
Impact of a Palliative Care Course on Pre-Registration Nursing Students’ Palliative Care Knowledge, Central African Journal of Public Health.
Vol. 5, No. 2,
2019, pp. 58-64.
Payne, S., Seymour, J. and Ingleton, C. (2009) The role of the nurse in palliative care setting in the global context. Cancer Nursing Practice 8 (5): 21-26.
Mwangi-Powell, F. and Dix, O. (2011) Palliative care in Africa: an overview. Africa Health: 19-21.
Gwyther, L. (2007) Africa. In Wee, B and Hughes, N (eds.) Education in Palliative Care Building a Culture of Learning. Oxford University Press, Oxford. pp. 43-48.
Bassah, N., Seymour, J., and Cox, K. (2014) A modified systematic review of research evidence about education for pre-registration nurses in palliative care. BMC Palliative Care 13:56 [Online] Available from: http://www.biomedcentral.com/147-684X/13/56 [Accessed 20th December 2014].
Cavaye, J. and Watts, J. H. (2014) An Integrated Literature Review of Death Education in Pre-Registration Nursing Curricula: Key Themes. International Journal of Palliative Care.
Cavaye, J. and Watts, J. H. (2012) End-of-life education in the pre-registration nursing curriculum: Patient, carer, nurse and student perspectives. Journal of Research in Nursing 17 (4): 317–326.
Cassidy, S. (2009): Interpretation of competence in student assessment. Nursing Standard 23:39-46.
Cowan, D., Norman, I. and Coopamah. V. (2005) Competence in nursing practice: A controversial concept – A focused review of literature. Nurse Education Today 25 (5): 355-362.
Kolb, D. A. Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall; 1984.
Polgar, S. and Thomas, S. (2008) Research in the health sciences. 5th ed. Livingstone, Churchill.
Ross, M., McDonald, B. and McGuinness, J. (1996) The palliative care quiz for nursing (PCQN): the development of an instrument to measure nurses’ knowledge of palliative care. Journal of Advance Nursing 23 (1): 126–37.
Pope, A. (2013) Palliative Care Knowledge among Bachelors of Science Nursing Students. Dissertations, Theses and Capstone Projects. Paper 596. Kennesaw State University.
Brajtman, S., Higuchi, K., Murray, M. A. Developing meaningful learning experiences in palliative care nursing education. International Journal of Palliative Nursing. 2009; 15:327–331.
Qadire, M. (2014) Knowledge of palliative care: An online survey. Nurse Education Today 34 (5): 714–718.
Worldwide Palliative Care Alliance, 2014. Global Atlas of Palliative Care at the End of Life. http://www.who.int/nmh/Global_Atlas_of_Palliative_Care.pdf
Brown, C. and Christo, P. J. (2011) Importance of placebo effect in Pain management. In Vadivelu N, Urman RD, Hines RL (eds.) Essentials of pain management. Springer, New York pp. 189-201.
Broglio, K. (2014) Pilot of an online introduction to palliative care for nurses. Journal of Hospice and Palliative Nursing 16(17):420-429.
El-Nagar, S. and Lawend, J. (2013) Impact of Palliative Care Education on Nurses' Knowledge, Attitude and Experience Regarding Care of Chronically Ill Children. Journal of Natural Sciences Research 3 (11): 94-103.
Arber, A. (2001) Student nurses’ knowledge of palliative care: evaluation of an education module. International Journal of Palliative Care Nursing 7 (12): 597–603.
Becker, R. (2010) Fundamental Aspects of Palliative Care Nursing: an evidence based handbook for student nurses. 2nd Edn. Quay Books, London.
Edwards, H. E, Nash, R. E., Najman, J. M., Yates, P. M., Fentiman, B. J., Dewar, A, et al (2001). Determinants of nurses’ intension to administer opiods for pain relief. Nurs Health Sci. 3 (3): 149-59.
Frey, R., Gott, M. and Neil, H. (2012) Instruments used to measure the effectiveness of palliative care education initiatives at the undergraduate level: a critical literature review. BMJ Supportive & Palliative Care 3 (1): 114-119.
Morita, T., Fujimoto, K., Imura, C., Nanba, M., Fukumoto, N. and Itoh, T. (2006): Self-reported Practice, Confidence, and Knowledge About Palliative Care of Nurses in a Japanese Regional Cancer Center: Longitudinal Study After 1-Year Activity of Palliative Care Team. AM J HOSP PALLIAT CARE 23 (5): 385-391.
Adriaansen, M. J., van Achterberg, T., and Borm, G. (2005). Effects of a postqualification course in palliative care. Journal of Advanced Nursing 49(1):96-103.
Lavy, V. and Wooldridge R. (2008) Palliative Care toolkit: improving care from the roots up in resource-limited settings [online]. Available from: http://www.helpthehospices.org.uk [Accessed 20th January 2013].
Kwekkeboom, K., Vahl, C., and Eland, J. (2006) Impact of volunteer companion program on nursing students’ knowledge and concerns related to palliative care. Journal of Palliative Medicine 9 (1): 90-99.
Kim, H. S., Kim, B. H., Yu, S. J., Kim, S., Park, S. H., Choi, S., and Jung, Y. (2011) The Effect of an End-of-Life Nursing Education Consortium course on nurses’ knowledge of hospice and palliative care in Korea. Journal of Hospice and Palliative Nursing 13 (4): 222-229.
Ingleton, C., Gardiner, C., Seymour, J., Richards, N. and Gott, M. (2013) Exploring education and training needs among the palliative care workforce. BMJ Supportive and Palliative Care 0:1-6 doi: 10.1136/bmjspcare-2013-000233.
Barnes, J., Conrad, K., Demont-Heinrich, C., Graziano, M., et al. (2012) Generalizability and Transferability. Writing@CSU. Colorado State University. Available from http://writing.colostate.edu/guides/guide.cfm?guideid = 65 [Accessed: Accessed 6th September 2014].
Polit, D. F. and Beck, C. T. (2010) “Generalization in quantitative and qualitative research: Myths and strategies,” International Journal of Nursing Studies 47: 1451–1458.