Undergraduate nursing students' palliative care knowledge and attitudes towards end-of-life care : a cross-sectional descriptive study

Article indépendant

GELEGJAMTS, Delgersuren | YOO, Jae Yong | KIM, Jinhee | KIM, Jin Sun

BACKGROUND: It is crucial that future nurses be prepared with the knowledge and skills to provide palliative care (PC). However, despite an increased need for PC in Mongolia, little is known regarding Mongolian nursing students' PC preparedness. Aims: This study aimed to investigate Mongolian nursing students' PC knowledge and attitudes towards end-of-life (EOL) care, as well as identify related predictors. Design: This study had a cross-sectional, descriptive design. Methods: Participants were 141 students who enrolled in a nursing program at one of four universities from the capital city in Mongolia, selected using convenience sampling. PC knowledge was assessed using the Palliative Care Quiz for Nursing (PCQN), and attitudes towards EOL care were assessed using the Frommelt Attitudes Toward Care of the Dying Scale Form-B (FATCOD). Results: Mean PCQN score was 7.15 out of 20 (35.8% correct answers). The mean FATCOD score was 64.2 out of 100, indicating that the participants had neutral attitudes towards EOL care. Age (older; t= 2.060, p= .041), gender (male; t= -2.371, p= .019), and higher satisfaction with nursing school (t= 2.049, p= .042) were significant predictors of higher levels of palliative care knowledge. Living in traditional Mongolian housing (Ger; t= -2.928, p= .004) and having clinical EOL experience (t= 2.843, p= .005) were significant predictors of positive attitudes towards EOL care. Conclusions: Mongolian senior nursing students were inadequately prepared to provide PC. PC nursing curricula and textbooks need to be improved to meet an appropriate global standard while remaining sensitive to Mongolian culture. Considering the geographical characteristics and limited resources of Mongolia, online PC courses, and train-the-trainer programs to enable PC experts to prepare nursing educators who can support undergraduate nursing students' theoretical and clinical learning are recommended.

http://dx.doi.org/10.1080/10376178.2021.1890165

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