ArticleBMC medical education2022
Perceptions on the current content and pedagogical approaches used in end-of-life care education among undergraduate nursing students: a qualitative, descriptive study.
Article in BMC medical education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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Who cites it
10 citing papers in PubMed, 18 citations in OpenAlex.
- Attitudes Towards End-of-Life Care Among Nursing Students: A Cross-Sectional Descriptive Study in a Southern European Undergraduate Nursing Program.Nursing reports (Pavia, Italy) · 2026Article
- End-of-life care perceptions among nursing students: a thematic study.BMC nursing · 2026Article
- Palliative and end-of-life care from an education lens. An international systematic review of undergraduate medical and nursing students' knowledge, perceptions, and orientation towards palliative and end-of-life care.Palliative care and social practice · 2026Review
- Final-year undergraduate nursing and medical students' knowledge, perception, orientation and perceived self-efficacy to provide palliative and end-of-life care: Qualitative findings from a parallel mixed-methods study.Palliative care and social practice · 2026Article
- The perceptions and lived experiences of Indonesian nursing students in providing end-of-life care: A qualitative study.Belitung nursing journal · 2026Article
- The impact of simulated clinical immersion on nursing students' preparedness for end-of-life care in older adults.BMC nursing · 2025Article
- Nursing students' attitude toward euthanasia following its legalization in Spain.Nursing ethics · 2025Article
- Knowledge, Self-Efficacy, and Correlates in Palliative and End-of-Life Care: Quantitative Insights from Final-Year Nursing and Medical Students in a Mixed-Methods Study.Palliative care and social practice · 2025Article
- Exploring Nursing and Medical Students' Experiences of Handling Challenging Conversations: A Qualitative Focus Group Study.Advances in medical education and practice · 2025Article
- Cognition and attitudes of hospice care among healthcare providers: a case study of Sichuan Province.BMC medical education · 2023Article
Corrections and comments
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Authors and funding
4 authors at 3 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundWith the aging of the population, high rates of cancer and comorbidity complexity, the end-of-life care for patients will be ever more important. Nurses have always played an essential role in end-of-life care. Insufficient education and training in end-of-life care has been regarded as a major reason of inadequate symptom recognition, symptom management, and communication which results in mental trauma for both the patient's family and attending health care providers. Undergraduate nurses do end-of-life care as part of their clinical learning. However, undergraduate nurses' perceptions of the education they received about end-of-life care are not documented.
objectiveThis study aimed to critically explore the current state of education regarding end-of-life care from the perspectives of undergraduate nurses.
methodsWe used a descriptive qualitative design. Face-to-face semi-structured interviews were conducted from May to August 2020, with a purposive sample of 15 fourth-year undergraduate nurses who finished the internship. Data were transcribed verbatim and analyzed using content analysis.
findingsThree main themes relating to undergraduate nurses' experiences of end-of-life care education emerged from the thematic analysis: 1) Universities provide foundational knowledge about end-of-life care, but it still needs improvement; 2) Clinical practice consolidates and drives undergraduate nurses' knowledge, skills and confidence about end-of-life care; and 3) cultural attitudes of patients' family toward disease and death sometimes impedes learning and knowledge translation about end-of-life care.
conclusionUndergraduate nursing students benefit from not only theoretical content delivered in the university setting but also practice happened on clinical placement. The current undergraduate curriculum, related to end-of-life care, is disjointed. Meanwhile, undergraduate nurses' learning and knowledge translation of end-of-life care are impeded by cultural attitudes toward disease and death.
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