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Faculty with palliative care teaching experience reported higher student preparedness for primary palliative care. Faculty education in palliative care significantly improved their own preparedness to teach this vital nursing skill.

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Area of Science:

  • Nursing Education
  • Palliative Care
  • End-of-Life Care

Background:

  • Nurses require primary palliative care skills, yet access to these services is limited.
  • Nurses are frontline providers who need specialized knowledge and skills for palliative care delivery.

Purpose of the Study:

  • To assess faculty experiences with palliative and end-of-life care.
  • To determine how faculty experiences influence perceptions of student preparedness for primary palliative care.
  • To evaluate faculty preparedness to teach primary palliative care.

Main Methods:

  • A descriptive, comparative study was conducted with faculty from four Midwestern universities.
  • Participants were from nursing programs integrating palliative care education.
  • Data were collected on faculty experiences and perceptions of preparedness.

Main Results:

  • Faculty with palliative care teaching experience rated student preparedness significantly higher (P < .01).
  • Faculty education/training in palliative care significantly impacted self-reported teaching preparedness, controlling for experience (F(1, 30) = 6.935, P = .013).

Conclusions:

  • Faculty experience and education in palliative care are crucial for effective nursing education.
  • Findings support the intentional integration of palliative care into nursing curricula, aligning with AACN Essentials.
  • Enhancing faculty preparedness is key to improving student readiness for primary palliative care delivery.