PUBLICAÇÕES científicas

A qualitative exploratory study of nursing students' assessment of the contribution of palliative care learning

Ballesteros M (1), Centeno C [ES] (2), Arantzamendi M (3).
(1) University of Navarra, Institute for Culture and Society (ICS), ATLANTES Research Program, Pamplona, Spain; Nursing Department of the University of Valladolid, Spain.
(2) University of Navarra, Institute for Culture and Society (ICS), ATLANTES Research Program, Pamplona, Spain; University of Navarra, Clínica Universidad de Navarra, Department of Palliative Medicine and Symptom Management, Pamplona, Spain. Electronic address: ccenteno@unav.es.
(3) University of Navarra, Institute for Culture and Society (ICS), ATLANTES Research Program, Pamplona, Spain; Faculty of Nursing, Pamplona, Spain 

Revisão:Nurse Education Today

Data: 1/Jun/2014

Medicina Paliativa [ES]

OBJECTIVE

We explored the contribution of optional palliative care (PC) learning to the training of undergraduate nursing students.

DESIGN

This is a qualitative, exploratory study.

PARTICIPANTS

PC students from two universities (n=236) responded to the open question: What was the contribution of the PC course to your training?

METHODS

A thematic analysis of the respondents' answers was performed with investigator triangulation.

FINDINGS

Four themes were identified. Firstly, the PC course provided a comprehensive view of the nursing discipline. Secondly, the course helped the students to know how to interact with, communicate with and better understand patients.

Thirdly, the contribution of the course to the students' personal growth prompted them to reflect personally on death, thus promoting self-awareness. Finally, the students considered the PC course to be of great importance in the nursing curriculum.

CONCLUSION

Nursing students believed that a PC course was an essential component in their training, which contributed favourably to their personal and professional development. 

CITAÇÃO DO ARTIGO  Nurse Educ Today. 2014 Jun;34(6):e1-6. doi: 10.1016/j.nedt.2013.12.010. Epub 2014 Jan 9.

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