TY - JOUR
T1 - Teaching Methodologies Regarding Palliative Care Competencies on Undergraduate Nursing Students
T2 - A Systematic Review
AU - Agustini, Ni Luh Putu I.B.
AU - Nursalam, Nursalam
AU - Sukartini, Tintin
AU - Pranata, Gst Kade Adi W.
AU - Suniyadewi, Ni W.
AU - Rismayanti, I. Dewa A.
N1 - Publisher Copyright:
© 2021, Journal of International Dental and Medical Research. All Rights Reserved.
PY - 2021
Y1 - 2021
N2 - 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.
AB - 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.
KW - Palliative care competencies
KW - teaching methodologies
KW - undergraduate nursing students
UR - http://www.scopus.com/inward/record.url?scp=85116893737&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:85116893737
SN - 1309-100X
VL - 14
SP - 1302
EP - 1308
JO - Journal of International Dental and Medical Research
JF - Journal of International Dental and Medical Research
IS - 3
ER -