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Войти в исследования Nurse education today · 2015
Effectiveness of a perinatal and pediatric End-of-Life Nursing Education Consortium (ELNEC) curricula integration.
Сравнительное исследованиеСтатьяПоддержка исследования: вне правительства СШАНазвание и аннотация: Перевод в очереди
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O'Shea Eileen R, Campbell Suzanne Hetzel, Engler Arthur J, Beauregard Rachel, Chamberlin Elizabeth C, Currie Leanne M
Аннотация
BACKGROUND: Educational practices and national guidelines for best practices of providing palliative care to children and their families have been developed and are gaining support; however, the dissemination of those practices lags behind expectations. Incorporating education for pediatric palliative care into nursing pre-licensure programs will provide guidelines for best practices with opportunities to enact them prior to graduation.
OBJECTIVE: To evaluate the effect of an integrated curriculum for palliative care on nursing students' knowledge.
DESIGN: Matched pretest-posttest.
SETTING: One private and one public university in the northeastern United States.
PARTICIPANTS: Two groups of baccalaureate nursing students, one exposed to an integrated curriculum for palliative care and one without the same exposure.
METHODS: Pre-testing of the students with a 50-item multiple choice instrument prior to curriculum integration and post-testing with the same instrument at the end of the term.
RESULTS: This analysis demonstrated changes in knowledge scores among the experimental (n=40) and control (n=19) groups that were statistically significant by time (Wilks' Lambda=.90, F(1, 57)=6.70, p=.012) and study group (Wilks' Lambda=.83, F(1, 57)=11.79, p=.001).
CONCLUSIONS: An integrated curriculum for pediatric and perinatal palliative and end-of-life care can demonstrate an increased knowledge in a small convenience sample of pre-licensure baccalaureate nursing students when compared to a control group not exposed to the same curriculum. Future research can examine the effect on graduates' satisfaction with program preparation for this specialty area; the role of the use of the curriculum with practice-partners to strengthen transfer of knowledge to the clinical environment; and the use of this curriculum interprofessionally.
OBJECTIVE: To evaluate the effect of an integrated curriculum for palliative care on nursing students' knowledge.
DESIGN: Matched pretest-posttest.
SETTING: One private and one public university in the northeastern United States.
PARTICIPANTS: Two groups of baccalaureate nursing students, one exposed to an integrated curriculum for palliative care and one without the same exposure.
METHODS: Pre-testing of the students with a 50-item multiple choice instrument prior to curriculum integration and post-testing with the same instrument at the end of the term.
RESULTS: This analysis demonstrated changes in knowledge scores among the experimental (n=40) and control (n=19) groups that were statistically significant by time (Wilks' Lambda=.90, F(1, 57)=6.70, p=.012) and study group (Wilks' Lambda=.83, F(1, 57)=11.79, p=.001).
CONCLUSIONS: An integrated curriculum for pediatric and perinatal palliative and end-of-life care can demonstrate an increased knowledge in a small convenience sample of pre-licensure baccalaureate nursing students when compared to a control group not exposed to the same curriculum. Future research can examine the effect on graduates' satisfaction with program preparation for this specialty area; the role of the use of the curriculum with practice-partners to strengthen transfer of knowledge to the clinical environment; and the use of this curriculum interprofessionally.