Department of Health Care Sciences, Ersta Sköndal Bräcke University College, Stockholm, Sweden.
Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, Sweden.
Scand J Caring Sci. 2022 Jun;36(2):545-557. doi: 10.1111/scs.13061. Epub 2021 Dec 28.
In coming decades, the number of people affected by illnesses who need palliative care will rise worldwide. Registered Nurses are in a central position in providing this care, and education is one of the necessary components for meeting coming requirements. However, there is a lack of knowledge about palliative care in undergraduate nursing education curricula, including the extent of the education provided and the related pedagogical methods.
The aim was to investigate the extent, content and pedagogical methods used and to explore lecturers' experiences of being responsible for teaching and learning about palliative care for undergraduate nursing students on nursing programmes at Swedish universities.
All 24 universities responsible for providing undergraduate nursing education in Sweden participated.
One lecturer with in-depth knowledge about palliative care or end-of-life care education participated in the quantitative (n = 24) and qualitative (n = 22) parts of the study.
A mixed-method research study with an explorative design was used. Descriptive statistics were used to analyse quantitative data, and content analysis for qualitative, with both also analysed integratively.
Few undergraduate nursing programmes included a specific course about palliative care in their curricula, however, all universities incorporated education about palliative care in some way. Most of the palliative care education was theoretical, and lecturers used a variety of pedagogical strategies and their own professional and personal experience to support students to understand the palliative care approach. Topics such as life and death were difficult to both learn and teach about.
There is a need for substantial education about palliative care. Lecturers strive on their own to develop students' understanding and increase the extent of palliative care education with innovative teaching strategies, but must compete with other topics. Palliative care teaching must be prioritised, not only by the universities, but also by the national authority.
在未来几十年，全球需要姑息治疗的患者人数将会增加。注册护士在提供这种护理方面处于核心地位，教育是满足未来需求的必要组成部分之一。然而，本科护理教育课程中姑息治疗知识的缺乏，包括提供的教育程度和相关的教学方法。
旨在调查瑞典大学护理项目本科护理学生姑息护理教学的范围、内容和教学方法，并探讨讲师在负责姑息护理教学和学习方面的经验。
所有 24 所负责提供瑞典本科护理教育的大学都参与了研究。
一名对姑息治疗或临终关怀教育有深入了解的讲师参与了本研究的定量（n=24）和定性（n=22）部分。
使用混合方法研究设计进行探索性研究。描述性统计用于分析定量数据，内容分析用于定性数据，两者也进行了综合分析。
很少有本科护理课程在其课程中包含专门的姑息护理课程，但所有大学都以某种方式纳入了姑息护理教育。大多数姑息护理教育是理论性的，讲师使用各种教学策略和自己的专业和个人经验来支持学生理解姑息护理方法。生命和死亡等话题既难以学习，也难以教授。
需要进行大量的姑息治疗教育。讲师们自己努力提高学生的理解能力，并通过创新的教学策略增加姑息护理教育的范围，但必须与其他话题竞争。姑息护理教学不仅要得到大学的重视，还要得到国家当局的重视。
