Impact of a Palliative Care Course on Pre-Registration Nursing Students’ Palliative Care Knowledge

Nahyeni Bassah

doi:10.11648/j.cajph.20190502.11

Abstract

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.

Highlights

Nurses constitute the largest number of healthcare professionals in most countries and may be the only healthcare provider that patients will have access to in some remote areas of resource-poor countries
A good number of studies have been conducted on the impact of a palliative care education on preregistration nursing students’ palliative care knowledge and attitude, these have been in resource rich countries like the UK, USA and Canada [4,5,6]
This study sought to understand whether a 30 hour classroom based palliative care course delivered by nurse educators and palliative care nurses in Cameroon could improve the palliative care knowledge of preregistration nursing students

Summary

Introduction

Nurses constitute the largest number of healthcare professionals in most countries and may be the only healthcare provider that patients will have access to in some remote areas of resource-poor countries. A good number of studies have been conducted on the impact of a palliative care education on preregistration nursing students’ palliative care knowledge and attitude, these have been in resource rich countries like the UK, USA and Canada [4,5,6]. These studies suggests that improvements in attitudes towards care of dying patients and their families is achievable. There is need for more research to enhance understanding of how palliative care education impact on nursing students’ knowledge and skills. This study sought to understand whether a 30 hour classroom based palliative care course delivered by nurse educators and palliative care nurses in Cameroon could improve the palliative care knowledge of preregistration nursing students

Objectives

Methods

Results

Discussion

Conclusion