ArticleBMC medical education2025
Assessment of nursing students' readiness to end-of-life-care after 40-hours practical classes including storytelling: a quasi-experimental multi-methods pilot study.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed.
- The Impact of Educational Interventions on Nursing Students' Attitudes Towards End-of-Life Care: A Cross-Sectional Study.Nursing open · 2026Observational
- Nurses' experiences in delivering bad news to families of end-of-life patients; a qualitative content analysis.BMC palliative care · 2026Article
- Implementing and evaluating a comprehensive simulation-based program to enhance nursing students' coping with death, burnout, and communication skills.Frontiers in psychology · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundNursing students often feel unprepared to provide care for terminally ill patients, particularly in palliative settings. The emotional demands of end-of-life care require nurses to develop not only clinical skills, but also emotional resilience and effective communication. Equally important is a holistic approach that considers the physical, psychological, social, and spiritual needs of patients and their families. Storytelling as an educational tool has been shown to enhance empathy and understanding among nursing students and provides them with skills to navigate the complex emotional landscape of palliative care.
aimThis study analysed the effects of practical palliative care classes on nursing students' readiness to provide end-of-life care, using storytelling as a supplementary teaching method.
methodsA multi-methods approach was used with a combination of quantitative and qualitative data. The participants comprised nursing students in a 40-h palliative care course, 11 took part in qualitative part and 16 in quantitative. Data were collected using semi-structured interviews and the FATCOD-BP questionnaire, which measured attitudes towards caring for dying.
resultsThe results demonstrated a significant improvement in students' attitudes towards caring for terminally ill patients after completing the course (Z = 2.65, p = 0.008, r = 0.47.). However, participants expressed a need for more training, especially in communication with patients and families and emphasized the emotional challenges of this care. Students felt that storytelling helped them to develop a more holistic understanding of patient care and to focus on emotional and psychological aspects.
conclusionThe study shows that a 40-h clinical course is not sufficient for shaping full preparedness for care at the end of life, including the dying process, and for supporting students' emotional well-being. It highlights the importance of incorporating storytelling and narrative techniques into nursing curricula.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.