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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Updated: Jul 14, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education
10:07

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Published on: June 21, 2010

Providing direction for change: assessing Canadian nursing students learning needs.

Susan Brajtman1, Frances Fothergill-Bourbonnais, Alberta Casey

  • 1School of Nursing, Algonquin College, University of Ottawa, Canada. brajtman@uottawa.ca

International Journal of Palliative Nursing
|June 20, 2007
PubMed
Summary

Graduating nursing students need more end-of-life care (EOLC) education. While students have positive attitudes, their knowledge is modest, and many feel unprepared for end-of-life care (EOLC) situations.

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Area of Science:

  • Nursing Education
  • Palliative Care
  • End-of-Life Care (EOLC)

Background:

  • Curriculum content and learning needs of graduating nursing students regarding end-of-life care (EOLC) are crucial for competent patient management.
  • Existing EOLC education in nursing programs may be inconsistent, relying on individual instructor expertise.

Purpose of the Study:

  • To evaluate the current curriculum content and identify learning needs of nursing students concerning end-of-life care (EOLC).
  • To assess student preparedness and attitudes towards caring for terminally ill patients.

Main Methods:

  • A survey methodology was utilized.
  • A purposive sample of 58 nursing students completed the Palliative Care Quiz for Nursing (PCQN) and Frommelt's Attitudes Toward Care of the Dying Scale (FATCOD).
  • Open-ended questions explored student perceptions of preparedness and curriculum suggestions, while educators identified EOLC integration opportunities.

Main Results:

  • Students demonstrated positive attitudes toward caring for dying patients but possessed modest knowledge levels.
  • One-third of students reported feeling inadequately prepared for end-of-life care (EOLC).
  • EOLC education integration varied, depending on instructor commitment and expertise.

Conclusions:

  • Both students and educators recognized the need for increased emphasis on end-of-life care (EOLC) within the nursing curriculum.
  • Recommendations include developing targeted teaching strategies and experiential learning opportunities in EOLC throughout the program.