INTEGRATION OF PALLIATIVE CARE EDUCATION FOR GRADUATE NURSING STUDENTS

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dc.contributor.advisor Wada, Randal
dc.contributor.author Fujita, Chelsea Momoe
dc.contributor.department Nursing
dc.date.accessioned 2023-09-28T20:14:47Z
dc.date.available 2023-09-28T20:14:47Z
dc.date.issued 2023
dc.description.degree D.N.P.
dc.identifier.uri https://hdl.handle.net/10125/106078
dc.subject Nursing
dc.subject Curriculum development
dc.subject Education
dc.subject ELNEC
dc.subject End-of-life care
dc.subject G-CARES
dc.subject Graduate Nursing
dc.subject Nursing education
dc.subject Palliative care
dc.title INTEGRATION OF PALLIATIVE CARE EDUCATION FOR GRADUATE NURSING STUDENTS
dc.type Thesis
dcterms.abstract Problem Statement: The demand for compassionate, high-quality, evidence-based palliative and end-of-life care is increasing with the rising number of Americans living with multiple serious illnesses and chronic diseases. Unfortunately, a concerning gap in palliative and end-of-life care education has been identified within the majority of medical and nursing schools across the nation.Purpose: This evidence-based curriculum development project aimed to increase graduate nursing students’ perception of their ability to meet national palliative care competencies (G-CARES 2nd ed.). Methods: The author developed six palliative care learning activities that align with the End-of-Life Nursing Education Consortium’s (ELENC) Graduate curriculum, adapted the activities to the local context in Hawaii, and integrated them into the DNP program curriculum. A cohort of 26 University of Hawaii at Manoa DNP students who participated in the palliative care learning activities was invited to participate in a pre and post-intervention survey measuring levels of perceived competence in palliative care (G-CARES-PC 2.0). Results: There was a 15.9% increase in group mean perceived competence scores from before participating in the learning activities (T0) to after (T1). Discussion: The results of this project align with the literature showing that evidence-based palliative care educational interventions employed through multimodal learning strategies can enhance learning outcomes in palliative care education. The palliative care learning activities developed by the author offer a ready-to-use teaching strategy that can be seamlessly adopted by other graduate nursing programs that seek to assist their students in meeting current national palliative care standards.
dcterms.extent 39 pages
dcterms.language en
dcterms.publisher University of Hawai'i at Manoa
dcterms.rights All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.type Text
local.identifier.alturi http://dissertations.umi.com/hawii:11785
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