Courses in end-of-life care are widely available in nursing and medical schools.

Education has been a core function of all practitioners in palliative care since the birth of the modern hospice movement. Much progress has been made since palliative medicine was first recognized as a discrete medical specialty. In order to understand the complexities of education in this area, this chapter provides a broad overview of issues related to palliative care education from undergraduate students to continuing and postgraduate training and to the needs of family carers and staff who work in residential aged care facilities.

The chapter initially outlines some of the principles of adult education by drawing on the work of several key theorists and then discusses the sociopolitical context of palliative and end-of-life care with due consideration to the changing needs of society. Evidence of progress in undergraduate and continuing education is presented and discussed as well as opportunities for advanced specialty training.

The learning needs of family carers and staff who work in residential aged care facilities are addressed with examples of the types of education and training that is available for these essential providers of palliative care and whose needs are often overlooked in traditional educational settings.

Finally, we provide examples of the many and varied educational methods that are currently in use including simulation, interprofessional education, and learning in the clinical setting.

This is a preview of subscription content, access via your institution.

Buying options

Chapter

EUR   29.95

Price includes VAT (Korea(Rep.))
  • DOI: 10.1007/978-3-319-77740-5_95
  • Chapter length: 21 pages
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Buy Chapter

eBookEUR   802.49Price includes VAT (Korea(Rep.))

  • ISBN: 978-3-319-77740-5
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Buy eBook

Hardcover BookEUR   899.99Price excludes VAT (Korea(Rep.))

  • ISBN: 978-3-319-77738-2
  • Dispatched in 3 to 5 business days
  • Exclusive offer for individuals only
  • Free shipping worldwide
    Shipping restrictions may apply, check to see if you are impacted.
  • Tax calculation will be finalised during checkout
Buy Hardcover Book

Learn about institutional subscriptions

References

  • Association for Palliative Medicine of Great Britain and Ireland. Curriculum for undergraduate medical education. Liverpool: APM; 2014.

    Google Scholar 

  • Bandura A. Self-efficacy: toward a unifying theory of behavioural change. Psychol Rev. 1977;84(2):191–215.

    CrossRef  CAS  Google Scholar 

  • Bandura A. Perceived self-efficacy in cognitive development and functioning. Educ Psychol. 1993;28(2):117–48.

    CrossRef  Google Scholar 

  • Barnard D. The promise of intimacy and the fear of our own undoing. J Palliat Care. 1995;11(4):22–6.

    CrossRef  CAS  Google Scholar 

  • Barr H. Competent to collaborate: towards a competency-based model for interprofessional education. J Interprof Care. 1998;12:181–7.

    CrossRef  Google Scholar 

  • Barr H. Interprofessional education: today, yesterday & tomorrow. London: Learning & Support Network Centre for Health Sciences & Practice; 2002.

    Google Scholar 

  • Brady DW, Corbie-Smith G, Branch WT. “What’s important to you?” The use of narratives to promote self-reflection and to understand the experiences of medical residents. Ann Intern Med. 2002;137:220–3.

    CrossRef  Google Scholar 

  • Brajtman SF, Fothergill-Bourbonnais F, Casey A, Alain D, Fiset V. Providing direction for change. Assessing Canadian nursing students’ learning needs. Int J Palliat Nurs. 2007;13(5):213–21.

    CrossRef  Google Scholar 

  • Bucher JA, Loscalzo M, Zabora J, Houts PS, Hooker C, BrintzenhofeSzoc K. Problem-solving cancer care education for patients and caregivers. Cancer Pract. 2001;9:66–70. https://doi.org/10.1046/j.1523-5394.2001.009002066.x.

    CrossRef  CAS  PubMed  Google Scholar 

  • Carrasco JM, Lynch TJ, Garralda E, Woitha K, Elsner F, Filbet M, et al. Palliative care medical education in European universities: a descriptive study and numerical scoring system proposal for assessing educational development. J Pain Symptom Manag. 2015;50(4):516–23e2.

    CrossRef  Google Scholar 

  • Case AA, Orrange SM, Weissman DE. Palliative medicine physician education in the United States: a historical review. J Palliat Med. 2013;16(3):230–6.

    CrossRef  Google Scholar 

  • Cooper H, Carlisle C, Gibbs T, Watkins C. Developing an evidence base for interdisciplinary learning: a systematic review. J Adv Nurs. 2001;35(2):228–37.

    CrossRef  CAS  Google Scholar 

  • DeCoste-Lopez J, Madhok J, Harman S. Curricular innovations for medical students in palliative and end-of-life care: a systematic review and assessment of study quality. J Palliat Med. 2015;18(4):338–49.

    CrossRef  Google Scholar 

  • Dickinson GE, Clark D, Sque M. Palliative care and end of life issues in UK pre-registration, undergraduate nursing programmes. Nurse Educ Today. 2008;28(2):163–70.

    CrossRef  Google Scholar 

  • Downar J. Resources for education, training and mentoring all physicians providing palliative care. J Palliat Med. 2018;21:s-57–62.

    CrossRef  Google Scholar 

  • Ellman MS, Schullman-Green D, Blatt L, Asher S, Viveiros D, Clark J, Bia M. Using online learning and interactive simulation to teach spiritual and cultural aspects of palliative care to interprofessional students. J Palliat Med. 2012;15(11):1240–7. https://doi.org/10.1089/jpm.20121.0038.

    CrossRef  PubMed  Google Scholar 

  • Eychmuller S, Forster M, Gudat H, Lutolf UM, Borasio GD. Undergraduate palliative care teaching in Swiss medical faculties: a nationwide survey and improved learning objectives. BMC Med Educ. 2015;15:213.

    CrossRef  CAS  Google Scholar 

  • Fitzpatrick D, Heah R, Patten S, Ward H. Palliative care in undergraduate medical education – how far have we come? Am J Hosp Palliat Med. 2017;34(8):762–73.

    CrossRef  Google Scholar 

  • Forbat L, Robinson R, Bilton-Simek R, Francois K, Lewis M, Haraldsdottir E. Distance education methods are useful for delivering education to palliative caregivers: a single arm trial of an education package (Palliative Caregivers Education Package). Palliat Med. 2018;32(2):581–8.

    CrossRef  Google Scholar 

  • Gadoud A, Lu W-H, Strano-Paul L, Lane S, Boland JW.A pilot study of interprofessional palliative care education of medical students in the UK and USA. BMJ Support Palliat Care. 2018;8:67–72.

    CrossRef  Google Scholar 

  • Gamondi C, Larkin P, Payne S. Core competencies in palliative care: an EAPC white paper on palliative care education. Eur J Palliat Care. 2013;20(2):86–145.

    Google Scholar 

  • General Medical Council. Tomorrow’s doctors: outcomes and standards for undergraduate medical education. London: GMC; 2009.

    Google Scholar 

  • Gillan PC, van der Riet PJ, Jeong S. End of life care education, past and present: a review of the literature. Nurse Educ Today. 2014;34(3):331–42.

    CrossRef  Google Scholar 

  • Gillet K, Bryan L. Quality End of Life Care for All (QELCA): the national rollout of an end-of-life workforce development initiative. BMJ Support Palliat Care. 2016;6:225–30.

    CrossRef  Google Scholar 

  • Glover TL, Garvan C, Nealis RM, Citty SW, Derrico DJ. Improving end-of-life care knowledge among senior baccalaureate nursing students. Am J Hosp Palliat Care. 2017;34(10):938–45.

    CrossRef  Google Scholar 

  • Gott M, Seymour J, Ingleton C, Gardiner C, Bellamy G. ‘That’s part of everybody’s job’: the perspectives of health care staff in England and New Zealand on the meaning and remit of palliative care. Palliat Med. 2012;26(3):232–41.

    CrossRef  Google Scholar 

  • Hall P. Interprofessional teamwork: professional cultures as barriers. J Interprof Care. 2005;19(Supp 1):188–96.

    CrossRef  Google Scholar 

  • Head BA, Schapmire TJ, Earnshaw L, Chenault J, Pfeifer M, Sawning S, et al. Improving medical graduates’ training in palliative care: advancing education and practice. Adv Med Educ Pract. 2016;7:99–113.

    CrossRef  Google Scholar 

  • Hirakawa Y, Masuda Y, Uemura K, Kuzuya M, Noguchi M, Kimiata T, Iguchi A. National survey on the current status of programs to teach end-of-life care to undergraduates of medical and nursing schools in Japan. Nihon Ronen Igakkai Zasshi Jpn J Geriatr. 2005;42(5):540–5.

    CrossRef  Google Scholar 

  • Horowitz R, Gramling R, Quill T. Palliative care education in US medical schools. Med Educ. 2014;48(1):59–66.

    CrossRef  Google Scholar 

  • https://www.cpd.utoronto.ca/endoflife/default.htm. Accessed 26 Mar 2018.

  • Hudson P, Quinn K, Kristjanson L, et al. Evaluation of a psycho-educational group programme for family caregivers in home-based palliative care. Palliat Med. 2008;22(3):270–80. https://doi.org/10.1177/0269216307088187.

    CrossRef  CAS  PubMed  Google Scholar 

  • Hudson P, Remedios C, Thomas K. A systematic review of psychosocial interventions for family carers of palliative care patients. BMC Palliat Care. 2010;9:17.

    CrossRef  Google Scholar 

  • Joint Committee on Higher Medical Training. Curriculum for higher specialist training in palliative medicine. London: Royal College of Physicians; 1998.

    Google Scholar 

  • Kirkpatrick AJ, Cantrell MA, Smeltzer SC. Palliative care simulations in undergraduate nursing education: an integrative review. Clin Simul Nurs. 2017;13:414–31.

    CrossRef  Google Scholar 

  • Latta L, Ross J. Exploring the impact of palliative care education for care assistants employed in residential aged care facilities in Otago, New Zealand. J Soc Anthropol Cult Stud. 2010;7(2):1–23.

    CrossRef  Google Scholar 

  • Learning Essential Approaches to Palliative Care. http://pallium.ca/courses/leap-core/. Accessed 26 Mar 2018.

  • Lloyd-Williams M, Field D. Are undergraduate nurses taught palliative care during their training? Nurse Educ Today. 2002;22(7):589–92.

    CrossRef  Google Scholar 

  • Lloyd-Williams M, Macleod RD. A systematic review of teaching and learning in palliative care within the medical undergraduate curriculum. Med Teach. 2004;26(8):683–90.

    CrossRef  Google Scholar 

  • MacLeod R, Schumacher M. Providing palliative care in elderly care settings in New Zealand. Eur J Palliat Care. 2015;22(6):296–8.

    Google Scholar 

  • Mason S, Ellershaw J. Assessing undergraduate palliative care education: validity and reliability of two scales examining perceived efficacy and outcome expectancies in palliative care. Med Educ. 2004;38(10):1103–10.

    CrossRef  Google Scholar 

  • Norsen L, Opladen J, Quinn J. Practice model: collaborative practice. Crit Nurs Care Clin N Am. 1995;7:43–52.

    CrossRef  CAS  Google Scholar 

  • Nursing Council of New Zealand [Internet]. Wellington. Approved professional development and recognition programmes (PDRPs). 2018. (Cited Mar 26]; [one screen]. Wellington, New Zealand, Available from http://www.nursingcouncil.org.nz/Nurses/PDRPs.

  • Oandasan I, Reeves S. Key elements for interprofessional education. Part 1: the learner, the educator and the learning context. J Interprof Care. 2005;19(Supp 1):21–38.

    CrossRef  Google Scholar 

  • Oneschuk D, Moloughney B, Jones-McLean E, Challis A. The status of undergraduate palliative medicine education in Canada: a 2001 survey. J Palliat Care. 2004;20(1):32–7.

    CrossRef  Google Scholar 

  • Pesut B, Greig M. Resources for educating, training, and mentoring nurses and unregulated nursing care providers in palliative care: a review and expert consultation. J Palliat Med. 2018;21:S-50–6.

    CrossRef  Google Scholar 

  • Pulsford D, Jackson G, O’Brien T, Yates S, Duxbury J. Classroom-based and distance learning education and training courses in end-of-life care for health and social care staff: a systematic review. Palliat Med. 2011;27(3):221–35.

    CrossRef  Google Scholar 

  • Ramjan JM, Costa CM, Hickman LD, Kearns M, Phillips JL. Integrating palliative care content into a new undergraduate nursing curriculum: the University of Notre Dame, Australia – Sydney experience. Collegian. 2010;17(2):85–91.

    CrossRef  Google Scholar 

  • Relf M, Heath B. Experiential workshops. In: Wee B, Hughes N, editors. Education in palliative care – building a culture of learning. Oxford: Oxford University Press; 2006.

    Google Scholar 

  • Rotter J. Generalized expectancies for internal versus external control of reinforcement. Psychol Monogr Gen Appl. 1966;80(1):1–28.

    CrossRef  CAS  Google Scholar 

  • Schön D. The reflective practitioner. New York: Basic Books; 1983.

    Google Scholar 

  • Schön D. Educating the reflective practitioner. San Francisco: Jossey-Bass; 1987.

    Google Scholar 

  • Selman LE, Brighton LJ, Hawkins A, McDonald C, O’Brien S, Robinson V, Khan SA, George R, Ramsenthaler C, Higginson I, Koffman J. The effect of communication skills training for generalist palliative care providers on patient-reported outcomes and clinician behaviours: a systematic review and meta-analysis. J Pain Symptom Manag. 2017;54(3):404–16.

    CrossRef  Google Scholar 

  • Sepúlveda C, Marlin A, Yoshida T, Ullrich A. Palliative care: the World Health Organization’s global perspective. J Pain Symptom Manag. 2002;24(2):91–6.

    CrossRef  Google Scholar 

  • Smith MB, Macieira TGR, Bumbach MD, Garbutt DNP, Citty SW, Stephen A, Ansell M, Glover TL, Keenan G. The use of simulation to teach nursing students and clinicians palliative care and end of life communication: a systematic review. Am J Hosp Palliat Med. 2018:1–15. https://doi.org/10.1177/1049909118761386. [Internet]. [Cited 19 Mar 2018]. Available from journals.sagepub.com

    CrossRef  Google Scholar 

  • The Economist Intelligence Unit. The 2015 quality of death index: ranking palliative care across the world. London: The Economist Intelligence Unit; 2015.

    Google Scholar 

  • Walker S, Gibbins J, Barclay S, Adams A, Paes P, Chandratilake M, et al. Progress and divergence in palliative care education for medical students: a comparative survey of UK course structure, content, delivery, contact with patients and assessment of learning. Palliat Med. 2016;30(9):834–42.

    CrossRef  Google Scholar 

  • Wear D. “Face to face with It”: medical students’ narratives about their end-of-life education. Acad Med. 2002;77:271–7.

    CrossRef  Google Scholar 

  • Weber M, Schmiedel S, Nauck F, Alt-Epping B. Knowledge and attitude of final – year medical students in Germany towards palliative care – an interinstitutional questionnaire-based study. BMC Palliat Care. 2011;10:19.

    CrossRef  Google Scholar 

  • Wenger E. Communities of practice: learning, meaning, and identity. Cambridge, UK: Cambridge University Press; 1998.

    Google Scholar 

  • World Health Organisation. World health report: shaping the future. Geneva: World Health Organisation; 2003. Available from http://www.who.int/whr/2003/en/whr03_en.pdf?ua=1

  • World Health Organisation, Health Professions Network Nursing and Midwifery Office: Department of Human Resources for Health. Framework for action on interprofessional education & collaborative practice (WHO/HRH/HPN/10.3). Geneva: World Health Organisation; 2010.

    Google Scholar 

  • World Palliative Care Alliance. Global atlas of palliative care. London: World Hospice and Palliative Care Alliance; 2014.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Dunedin School of Medicine, University of Otago, Dunedin, New Zealand

    Lis Latta

  2. The University of Sydney School of Medicine, Sydney, Australia

    Roderick D. MacLeod

  3. Palliative Care, HammondCare, University of Sydney, Sydney, NSW, Australia

    Roderick D. MacLeod

  4. Harbour Hospice, Auckland, New Zealand

    Roderick D. MacLeod

Authors

  1. Lis Latta

    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Roderick D. MacLeod

    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Roderick D. MacLeod .

Editor information

Editors and Affiliations

  1. School of Medicine,Palliative Care, HammondCare, The University of Sydney School of Medicine, Sydney, Australia

    Prof. Roderick Duncan MacLeod

  2. VUB-UGhent End-of-Life Care Research Group, Department of Family Medicine and Chronic Care and Department of Clinical Sciences, Vrije Universiteit Brussel (VUB), Brussels, Belgium

    Prof. Lieve Van den Block

Rights and permissions

Reprints and Permissions

© 2019 Springer Nature Switzerland AG

About this entry

Verify currency and authenticity via CrossMark

Cite this entry

Latta, L., MacLeod, R.D. (2019). Palliative Care Education: An Overview. In: MacLeod, R., Van den Block, L. (eds) Textbook of Palliative Care. Springer, Cham. https://doi.org/10.1007/978-3-319-77740-5_95

What is end of life in nursing?

End of life care is support for people who are in the last months or years of their life. End of life care should help you to live as well as possible until you die and to die with dignity.

What are two options for end of life care?

The three most common places people at the end-of-life die are at home, in a hospital, or in a care facility. While not everyone has the chance to decide where they will die, people who know the end of life is approaching may be able to plan ahead.

What is End of Life Care also called?

End-of-life care may include palliative care, supportive care, and hospice care. Also called comfort care.

What is the best approach to end of life care?

Key points.
End of life care should be person-centred..
Follow national and local guidelines for caring for people at end of life. ... .
Communication between staff and the dying person should be sensitive, clear and timely..
Involve the dying person and those important to them in decisions about their care..