School of Nursing, Universidad El Bosque. Bogotá D.C. Colombia, Bogotá, D.C, Colombia.
School of Medicine, Universidad de La Sabana, Bogotá, D.C, Colombia.
BMC Palliat Care. 2024 Jun 13;23(1):149. doi: 10.1186/s12904-024-01477-5.
The number of people suffering from chronic diseases requiring palliative care (PC) is increasing rapidly. Therefore, PC teaching in undergraduate health science programs is necessary to improve primary PC based on international recommendations and available scientific evidence.
A descriptive cross-sectional study was conducted. Active undergraduate medical and nursing programs that were approved by the Colombian Ministry of Education and integrated PC teaching into their curricula were included in the study. The total sample consisted of 48 programs: 31 nursing and 17 medical programs.
PC competencies are distributed throughout the curriculum in 41.67% of programs, in elective courses in 31.25%, and in mandatory courses in 27.08% of the programs. The average PC teaching hours is 81 for nursing and 57.6 for medicine. PC clinical rotations are not offered in 75% of the programs. For undergraduate nursing programs, the most frequent competencies taught are the definition and history of PC and identifying common symptoms associated with advanced disease. In undergraduate medicine, the most common competencies are pharmacological and non-pharmacological pain management and identification of PC needs.
PC teaching in undergraduate health science programs mainly addresses the conceptual and theoretical aspects of PC, which are part of the competencies present throughout the programs' curricula. Low availability of PC clinical rotations was identified. Future studies should assess whether the low availability of clinical rotations in PC limits the ability of students to develop the practical competencies necessary to provide quality PC.
Not applicable.
需要姑息治疗（PC）的慢性病患者人数正在迅速增加。因此，根据国际建议和现有科学证据，在本科健康科学课程中进行 PC 教学对于提高初级 PC 至关重要。
本研究采用描述性的横断面研究。纳入了哥伦比亚教育部批准的、将 PC 教学纳入课程的本科医学和护理专业。总样本包括 48 个课程：31 个护理课程和 17 个医学课程。
41.67%的课程将 PC 能力分布在整个课程中，31.25%的课程在选修课程中，27.08%的课程在必修课程中。护理专业的 PC 教学平均学时为 81 小时，医学专业为 57.6 小时。75%的课程不提供 PC 临床轮转。对于本科护理课程，教授最多的能力是 PC 的定义和历史以及识别与晚期疾病相关的常见症状。在本科医学课程中，最常见的能力是药物和非药物疼痛管理以及识别 PC 的需求。
本科健康科学课程中的 PC 教学主要涉及 PC 的概念和理论方面，这些方面是贯穿课程的能力的一部分。PC 临床轮转的可用性较低。未来的研究应该评估 PC 临床轮转的可用性低是否限制了学生发展提供高质量 PC 所需的实践能力。
不适用。
