Teaching Methodologies Regarding Palliative Care Competencies on Undergraduate Nursing Students: A Systematic Review

Ni Luh Putu I.B. Agustini, Nursalam Nursalam, Tintin Sukartini, Gst Kade Adi W. Pranata, Ni W. Suniyadewi, I. Dewa A. Rismayanti

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)


The teaching problem in undergraduate nursing students (UNS) is a lack of empirical evidence of teaching methodologies for achieving palliative care competencies (PCC). The purpose of this review was to synthesize the evidence of palliative care (PC) teaching methodologies for UNS and their effectiveness to achieve PCC. Four electronic databases were searched, including Scopus, ProQuest, PubMed, and CINAHL, from 2015 to 2020. Full-text available, published in peer-reviewed journals, written in English and aimed at verifying the effectiveness of teaching methodologies for achieving PCC were included. The Critical Appraisal Skills Programme (CASP) checklist was used to appraise the trustworthiness, relevance, and the results of published papers. Five studies were considered relevant for this systematic review. The learning methodology carried out to achieve PCC for UNS varies from multimodality approaches, simulation-based experience to high fidelity simulation. Kolb's Experiential Learning Theory proved to be effective in improving students' PCC, especially in the aspects of knowledge, attitude, comfort, and self-awareness. The learning methodology identified in this review was proven to be effective to improve the PCC on UNS; simulation being the most widely applied method in teaching strategies.

Original languageEnglish
Pages (from-to)1302-1308
Number of pages7
JournalJournal of International Dental and Medical Research
Issue number3
Publication statusPublished - 2021


  • Palliative care competencies
  • teaching methodologies
  • undergraduate nursing students


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