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Research Article Chart
| Criteria and Defining Characteristics (Hover over cells for directions.) |
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| APA Reference |
Downar, J. (2017). Resources for Educating, Training, and Mentoring All Physicians Providing Palliative Care. Journal of Palliative Medicine, 1(20), S-57–S-62. |
Head, B. A., Schapmire, T. J., Earnshaw, L., Chenault, J., Pfeifer, M., Sawning, S., & Shaw, M. A. ( 2016). Improving medical graduates’ training in palliative care: advancing education and practice. Advances in Medical Education and Practice, 99–113. |
Moyer, K. M., Morrison, L. J., Encandela, J., Kennedy, C., & Ellman, M. S. (2019). A New Competency-Based Instrument to Assess Resident Knowledge and Self-Efficacy in Primary Palliative Care. American Journal of Hospice and Palliative Medicine, 117-122. |
Walker, S., Gibbins, J., Paes, P., & Adams, A. (2016). Palliative care education for medical students: Differences in course evolution, organisation, evaluation and funding: A survey of all UK medical schools. Palliative Medicine, 31(6). |
Satsin, T., Matchim, Y., & Thongthawee, B. (2017). Emergency Nurses’ Competency in the Provision of Palliative Care and Related Factors. Songklanagarind Journal of Nursing, 37, 41-50. |
Pastrana, T., Wenk, R., & Lima, L. D. (2016). Consensus-Based Palliative Care Competencies for Undergraduate Nurses and Physicians: A Demonstrative Process with Colombian Universities. Journal of Palliative Medicine, 19(1), 76-82. |
Dias, L. M., Arantes, A. M., Bezerra, M. R., Santos, G. d., Santos, A. F., Tommaso, A. B., . . . Py, L. (2018). Competency framework of palliative medicine for geriatricians. Geriatrics Gerontology and Aging, 12(4), 206-214. |
Weaver, M. S., & Wichman, C. (2018). Implementation of a Competency-Based, Interdisciplinary Pediatric Palliative Care Curriculum Using Content and Format Preferred by Pediatric Residents. Children, 5(156), 1-7. |
Kraus, C. K., Greenberg, M. R., Ray, D. E., & Morss, S. (2016). Palliative Care Education in Emergency Medicine Residency Training:A Survey of Program Directors, Associate Program Directors, and Assistant Program Directors. Journal of Pain and Symptom Management, 51(5), 898-906. |
Bryce, C., Kam-Magruder, J., Jackson, J., Ledford, C. J., & Unwin, B. K. (2018). Palliative Care Education in the Family Medicine Clerkship: A CERA Study. PRiMER, 2(20), 1-6. |
Caldas, G. H., Moreira, S. d., & Vilar, M. J. (2018). Palliative care: A proposal for undergraduate education in Medicine. Revista Brasileira de Geriatria e Gerontologia, 21(3), 261-271. |
Sousa, J. M., & Alves, E. D. (2015). Nursing competencies for palliative care in home care. Acta Paulista de Enfermagem, 28(3), 264-269. |
Seymour, J., Cox, K., & Bassah, N. (2016). A qualitative evaluation of the impact of a palliative care course on preregistration nursing students’ practice in Cameroon. BMC Palliative Care, 15(37). |
Devonshire, E., & Nicholas, M. K. (2018). Continuing education in pain management: using a competency framework to guide professional development. PAIN Reports, 3(5), 1-7. |
Lippe, M. P., & Becker, H. (2015). Improving Attitudes and Perceived Competence in Caring for Dying Patients: An End-of-Life Simulation. Nursing Education Perspectives, 36(6), 372-378. |
Eychmüller, S., Forster, M., Gudat, H., Lütolf, U. M., & Borasio, G. D. (2015). Undergraduate palliative care teaching in Swiss medical faculties: a nationwide survey and improved learning objectives. BMC Medical Education, 15(213), 1-7. |
Moody, K., McHugh, M., Baker, R., Cohen, H., Pinto, P., Deutsch, S., . . . Joo, P. (2018). Providing Pediatric Palliative Care Education Using Problem-Based Learning. Journal of Palliative Medicine, 21(1), 22–27. |
Glover, T. L., Åkerlund, H., & Horgas, A. L. (2019). Experiential Palliative Care Immersion: Student Nurse’s Narratives Reflect Care Competencies. Western Journal of Nursing Research, 1465-1480. |
Karger, A., Scherg, A., Schmitz, A., Wenzel-Meyburg, U., Raski, B., Vogt, H., . . . Schulz, C. (2015). A Pilot Study on Undergraduate Palliative Care Education A Study on Changes in Knowledge, Attitudes and Self-Perception. Journal of Palliative Care & Medicine, 5(236). |
Feliciano, E. E., Boshra, A. Y., Mejia, P. C., Feliciano, A. Z., Maniago, J. D., Alsharyah, H. M., . . . Osman, A. (2019). Understanding Philippines Nurses’ Competency in the Delivery of Healthcare. Journal of Patient Care, 5(146). |
Schaefer, D. K., Chittenden, E. H., Sullivan, A. M., Periyakoil, V. S., Morrison, L. J., Carey, E. C., . . . Block, S. D. (2015). Raising the Bar for the Care of Seriously Ill Patients: Results of a National Survey to Define Essential Palliative Care Competencies for Medical Students and Residents. Acad Med, 1024–1031. |
Bisgaard, C. H., Rubak, S. L., Rodt, S. A., Petersen, J. A., & Musaeus, P. (2018). The effects of graduate competency-based education and mastery learning on patient care and return on investment: a narrative review of basic anesthetic procedures. BMC Medical Education, 18(154). |
López-Entrambasaguas, O. M., Martínez-Yebenes, R., Calero-García, M. J., Granero-Molina, J., & Martínez-Linares, J. M. (2019). Newly Qualified Nurses’ Perception of Their Competency Achievement on Leaving University: A Qualitative Study. International Journal of Environmental Research and Public Health. |
Ordons, A. R., Ajjawi, R., Macdonald, J., Sarti, A., Lockyer, J., & Hartwick, M. (2016). Palliative and end of life care communication as emerging priorities in postgraduate medical education. Canadian Medical Journal Education Journal, 7(1), e4–e21. |
You, J. J., Downar, J., & Fowler, R. A. (2015). Barriers to Goals of Care Discussions With Seriously Ill Hospitalized Patients and Their Families: A Multicenter Survey of Clinicians. JAMA Internal Medicine, 175(4), 549-556. |
Khosla, N., Washington, K., Mukherjea, A., & Aslakson, R. (2019). Health-Care Providers’ Perspectives on Decision-Making Among Seriously Ill Patients of South Asian Origin in the United States. Journal of Palliative Care, 24(3), 181-188. |
Smith, M. B., Macieira, T. G., & Bumbach, M. D. (2018). The Use of Simulation to Teach Nursing Students and Clinicians Palliative Care and End-of-Life Communication: A Systematic Review. American Journal of Hospice and Pallliative Medicine, 35(8), 1140-1154. |
Lewis, C., Reid, J., McLernon, Z., Ingham, R., & Traynor, M. (2016). The impact of a simulated intervention on attitudes of undergraduate nursing and medical students towards end of life care provision. BMC Palliative Care, 15(67). |
Bvumbwe, T., & Mtshali, N. (2018). Nursing education challenges and solutions in Sub Saharan Africa: an integrative review. BMC Nursing, 17(3), 1-11. |
Centeno, C., & Rodríguez-Núñez, A. (2015). The contribution of undergraduate palliative care education: does it influence the clinicalpatient’s care? Current opinion in supportive and palliative care, 9(4), 375–391. |
Abstract
Katherine Burton: After reading the abstract, what do you expect to learn from the article?
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Reading the abstract, an individual expects to learn about the various resources available for training and educationg physicians who provide palliative care. |
After reading the abstract, the reader expects to acquire information on the progress made in relation to undergraduate palliative care medical education accorss the globe including notable and innovative ways contained in English literature. |
The article develops an instrument based on published primary palliative care competences to determine the comptency and educational interventions for residents. |
Most newly qualified physicials have reported being inadequately prepared to perform palliative care due to the kind of curriculum they go through in their undergraduate training. |
An individual reading the abstract expects to learn about emergency room nurses’ competency in offering palliative care to patients ijn need of end-of-life care presented at the emergency department. |
On reading the abstract, I expect to learn whether a concensus-based process workshop is an effective way of developing paliative care comptences for medical and nursing schools. |
The abstract of the article preapres the reader to learn more about how to develop a comptency framework on palliative medicine especially for the geatricians under training. |
The abstract creates the expectation to learn about the mode of palliative care education delivery preferred by pediatric residents. |
After reading the abstract, the reader expects to learn about the the extent of palliative care education in emergency medicine residency education programs. |
After reading the abstract, I expect to learn about the status of palliative care training in the family medicine clerkship and why this kind of training creates barriers to universal provision of palliative care. |
The abstract creates the expectation to learn about essential competences necessary for the teaching of palliative for the medical professionals undertaking undergraduate courses. |
The information contained in the abstract creates the perception of learning about the competences required for nurses performing palliative care in home care. |
I expect to learn the manner in which nursing students report how they transfer their knowledge into practice and the barriers and facilitators of tranfering pallative education from learning to practice. |
An individual reading the article should expect to acquire information on pain management by learning the manner in which a competency framework can strengthen professional development. |
The abstract creates the expectation of learning about a teaching strategy that can help nurses to improve their attitudes and competence when caring for patients in need of palliative care. |
A person reading the article expects to learn whether the teaching method adopted in Swiss national medical facilities enhance the recognition of palliative care medicine as a critical part part of medical training. |
After reading the abstract of this article, the reader expects to learn an approach of offering competency-based pallaitive care education. |
An individual reading the article would expect to learn about whether the participants think their interactions with patients needing palliative care and their families aligns with the Competences and Recommendations for Educaitng undergraduate nursing Students (CARES). |
After reading this article’s abstract, an individual expects to understand the manner in which undergraduate palliative care education influences the knowledge, self-perception, and attitudes of the students. |
The article’s abstract creates the expectation of learning the manner in which nurses can avoid medical errors using competency-based training. |
An individual reading the abstract expects to learn the different competences necessary for equiping nursing students as prescribed by palliative care experts. |
After reading the abstract I expect to learn about the effects of competency-based and mastery learning on patient care. |
After reading the article’s abstract, the reader expects to learn nurses’s perception about their competency achievement after their graduation from the university. |
After reading the abstract, an individual expects to learn why communication in palliative and end-of-life care is becoming an emerging priority in postgraduate medical education. |
Reading the abstract creates the expectation of the factors that act as barriers of care discussions between caregivers/health professionals and patients who are critically ill. |
After reading the abstract, a reader expects to learn an example of dealing with terminally ill patients from different cultures using the example of individuals of Asian origin lving in the United States. |
A person reading the abstract expects to learn whether simulation is a good example of competency-based teaching to teach nurisng students and clinicians palliative care and end-of-life communication. |
The reader expects to learn whether simulation provides an experiential leatning experience with cimilar outcomes to those health professionals obtain during a clinical practice. |
From the abstract, the reader expects to learn of some of the challenges experiences in nurisng education that affects the achievement of competency-based education. |
On reading the abstract, the reader expects to find out whether the undergraduate education on palliative care affects clinical patients’ care. |
Introduction
Katherine Burton: – What is the purpose of the study?
– What is the scope of the study?
– What is the hypothesis or research question?
– What key concepts and terms are noted?
– Is a review of the literature provided?
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The purpose of this study is topresent a rapid review of the published literature and available resources for educating Canadian physicians to provide palliative and end-of-life care. This article identified articles and resources through a literatire search and other resources and recently published systematic reviews and meta-analyses known to the other. The article notes seven key messages related to offering palliative care in Canada. The research questionm is the article is; what are published literature and available resources for educaitng Canadian physicians to provide palliative care. The article does not provide a literature review. |
The purpose of this study is to explore the current status of the undergraduate medical education in palliative care as published in English literature and making recommendations that will enhance education to equip physicians with skills for addressing the needs of people in need of palliative care. The scope of this article involves articles published on Medline/PubMed, Embase, and EMSCO databases composing of 495 articles but finally used 240 articles. The article’s research question is: What is the state of the undergraduate palliative care medical education and what are possible ways of improving the care in the future. The article does not provide a literature review. The key terms noted in the article are medical education, palliative care, and end-of-life care. |
The objective of this study is to describe the development and psychometric properties of a novel, competency-based instrument to measure resident knowledge and self-efficacy in palliative care. The article does not provide a literature review. |
The objective of this study is to analyze the change and structure of palliative care in UK medical schools. The reason for this outcome is that curriculums of medical schools vary in their emphasis on delivering effective undergraduate palliative care teaching. The reseearch was conducted UK medical schools. The research question for this study was: what is the evolution and structure of palliative care teaching UK medical schools. The article does not provide a literature review. The key words terms noted are palliative care, terminal care, medical education, data collection, and students medical. |
The purpose of this research is to examine emergency room nurses’ competency in offering palliative care to and evaluating the relationship between emergency room nurses’ competency in offering palliative care and related factors. The noted key terms are competency, emergency nurse, and palliative care knowledge. The research questions of the study were; “1. What is the level of ER nurses’ competency in the provision of palliative care? 2. Is there a relationship between ER nurses’ competency in the provision of palliative care and related factors?” This article does not include a literature review. |
This purpose of this study is to describe a concensus-based process workshop for developing palliative care competencies for nursing and medical schools located in Colombia and providing the results. The research only covers the nurisng and medical schools in Colombia and undertaken in four phases. The research question of the study was; “can a consensus-based process help in developing palliative care core competences for medical and nurisng schoools?” The article does not notw any key terms and does not provide a review of the literature. |
The objective of this research is to “to develop a competency framework of palliative mediciine for geriatricians under training.” The authors do not state any research question or hypothesis. The noted key terms are competency-base education, palliative care, and geriatrics. The article do not provide any review of the literature. |
The purpose of this study is to investigate the pediatric residents’ preferred mode of palliative care education delivery and report o participatory approach to resident palliative care curriculum design. The author research question of this study was: what palliative care delivery model do pediatric residents prefer? The key terms noted in this article are pediatric palliative care, resident education, and social cognitive theory. The author did not include a review of the literature. |
The purpose of this article is “to assess palliative care competency education in emergency medicine residency programs.”Another prupose was to assess palliative care instruction in emergency medicine residency programs and to identify barriers and opportunities for integrating palliative care into emergeny medicine training. The authors do not specifically state any hyptheses or research questions. In addition, the article does not provide a review of the literature. |
The purpose of this article was to describe pallaitive education within family medicine clerkship. The authors did not note any key terms and not provide a review of the literature. |
The objective of this paper is “to propose essential comptentes for the teaching of palliative care on undergraduate medical courses.” The scope of the study is Brazil, competences necessary for effective palliative care and studies all medical courses. The authors did not categorically describe the hypothesis and research questions for the study. The key concepts noted in this study are palliative care, palliative medicine, education, medical, curriculum, and qualitative research. The authors do not provide a review of the literature. |
The objective of this study is “to identify the competencies for nurses for palliaitve care in home care.” The study uses a descriptive, exploratory method with a quantitative approach. The authors do not provide a review of the literature and not state their hypothesis or research questions. The key terms noted in the article are professional competence, home care services, palliative care, primary care nursing, and home care services. |
The purpose of this article is contribute additional knowledge to palliative care by examining the manner in which nursing students transfer their education to practice and the barriers and facilitators of this transfer. The article provides a review of the literature but using the heading “background.” However, the article does not provide a list of the key terms of the study. |
The purpose of this article is “to explore the complexities associated with the provision of effective continuing professional development from a pain management perspective.” Pain management is a major component of palliative care. The article only describes the purpose of the study but does not state the research of hypothesis. the key terms moted by the authors are competency-based education, outcome-based education, professional competence, and continuing professional development. The article does not provide a review of the literature. |
The aim of this paper is “to assess learning outcomes from a simulation on providing care to a critically ill patient from whom care is ultimately withdrawn.” The research question of the study is: ” is the simulation proposed in this study an effective strategy for improving nursing students’ attitude and percieved competence in caring for dying patients.” The authors do not include a review of the literature and does not include a list of key terms. |
The purpose of this study was to determine whether “Performing periodic surveys of palliative care teaching at national medical faculties has proven to be a useful tool to adapt the national teaching framework and to improve the recognition of palliative medicine as an integral part of medical training.” The authors use the abve pose as the research question. The authors do not provide a review of the literature and do not not and key terms. |
The purpose of this study was “to test the effectiveness of a PPC-PBL module on third year medical students’ and pediatric faculty’s declarative knowledge, attitudes toward, perceived exposure, and self-assessed competency in PPC objectives.” The key terms noted by the authors are problem-based learning, students, curriculum, medical, palliative care, and pediatrics. The article does not provide a review of the literature. |
The goal of this article was “The goal was to evaluate whether reflections of the participants’ interactions with patients/families were consistent with CARES competencies. The key terms noted in this article are end-of-life care, palliative care, palliative care competencies, experiential learning, and nursing education. In addition, the article does not a review of the literature. |
The aim of this study is to evaluate a one-wek intensitve seminar in palliative care in relation to cognitive and affective learning objectives. The key words noted by the authors of this article are knowledge, competence, attitudem undergraduate medical education, and palliative care. The authors did not include a review of the literature of similar studies performed on this topic. |
The aim of this study is to help nurisng administrators in coming up with a more comprehensive evaluation of competency levels of aspiring nursing students. It also aimed at identifying the demographic and work-related characteristics of registered nurses as elements thataffect their dimensions of competency. The author did not povide a review of the literature of similar studies performed in the past. |
The purpose of this study was “to define essential competencies for medical students and internal medicine and family medicine (IM/FM) residents through a national survey of palliative care experts.” The authors did not provide a review of the literature and does not list any key terms. |
The purpose of this article is to “evaluates the patient-related and cost-benefit outcomes in competency-based education (CBE)-literature for five basic
anesthetic procedures. The article provides a review of literature divided into different sections namely competency-based education, CBE in medical education, criticism of CBE, and the Kirkpatrick/Phillips models for training evaluation. Some of the key terms noted in this article are mastery learning, competency-based learning, and graduate medical education. |
The purpose of the study was “to explore the perceptions and experiences of newly qualified nurses about the competences they acquired during their university education.” The authors state the purpose of the study but do not define them in terms of hypothesis or research question and does not include a review of similar studies performed on the topic. The key terms the authors have noted are nursing, comptency-based education and nursing. |
The aim of this study was “to describe current education in palliative and EOL communication skills within an internal medicine training program, determine the priorities and optimal instructional methods, and explore ideas for development of a future curriculum to advance communication skills in palliative and EOL care.” The article does not review literature. |
The purpose of this article is “To determine, from the perspective of hospital-based clinicians, (1) barriers impeding communication and decision making about goals of care with seriously ill hospitalized patients and their families and (2) their own willingness and the acceptability for other clinicians to engage in this process.” The research question of the article was “what are the barriers that impede communication and decision making about goals with terminally ill patients?” The authors did not include a review of the literature and did not note any key terms. |
The purpose of the study is “to better understand health-care providers’ perspectives on decision-making among seriously ill persons of SA origin.” The key terms noted by the authors are cultural competency, decision-making, South Asian, and qualitative research. The authors did not include a review of the literature. |
The objective of this article is “To present the findings of a systematic review on the use of simulation-based learning experiences (SBLEs) to teach communication skills to nursing students and clinicians who provide palliative and end-of-life care to patients and their families.” The authors did not present a review of the literature. The key terms noted by the authors are simulation, communication, end of life, palliative care, nurisng profession and interprofessional. |
The aim of this study was “to assess the impact of a simulated intervention on the attitudes of undergraduate nursing and medical students towards end of life care.” The authors provide a review of literature hy highlighting various articles written in the others and indicating what they wrote on the topic. The scope of the study was to assess the impact of a simulated intervention of the perspectives of nurses undertaking undergraduate courses concerning end-of-life care. |
The purpose of this article was to “examine literature on nursing education challenges and solutions in Sub Saharan Africa to inform development of a
model for improving the quality, quantity and relevance of nursing education at local level.” This research question of the study was, what are the challenges facing nurisng education in Sub Saharan Africa and what are some solutions to these challenges. The authors do not provide a list of any key terms and do not provide a review of the literature. |
The aim of this study is “to understand how learner assessment and curriculum evaluationof education in palliative care is being undertaken and to examine whether current undergraduateeducation influences the clinical patient’s care.” The key words listed by the authors are education, learning’s experience, pallitive care, research, undergraduate. The authors provide a review of the literature. |
Methods
Katherine Burton: – What is the population being sampled?
– What data collection procedure is presented?
– What other procedures are described?
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The method used is a rapid review of articles and resources the authors identified using a literature search. The data collection method used was reading the articles and identifying the key themes. |
The method used was conducting literature searches in the databases mentioned above using the keywords “palliative care,” “medical education,” “medical schools,” and “end of life education” in combination. The authors limited the searches to those in English language published between Januarry 2005 and June 2015. The sample was 151 articles. A member of the research team revieved all the abstracts and articles and classified them based on the location of study or covered topics. The team assigned different members to review articles related to specific topics or geographical areas and determine whether they are appropriate for including in the summary. |
The population being surveyed is medical residents. The method used was creating a two-part instrument of a knowledge test and a self-efficacy inventory addressing eighteen consensus and core palliative care resident comptences across five domains that include pain and symptom management, cultural and spiritual aspects of care, communication, psychosocial and palliative care principles. The research team distributed the instrument to 341 internal medicine residents for two academic years. These instruments mentioned above helped in collecting the data. |
The population samples in this research is medical schools in the UK. The data collection procedure was an online survey on SurveyMonkey. The researchers sent an invitation letter, information sheet and the link to the survey to lead palliative care course organizations in thirty medical schools. The participants were either known to the researchers or researchers identified them through emails and phone calls. In an institution where there was no palliative care course organiser, a senior individual involved in the palliative education at the school was involved. The study only included medical schools approved by GMC and that independently offered medical degree programmes. |
The population under study is emergency room nurses working in 9 hospital in Bangkok. The method used in data collection was demographic data form developed by the researcher, the palliative care quiz for nurse and the scale for emergency nurses’ competency in the provision of palliative care. Other described procedures are sampling methods. |
The population sampled in this study was deans and chiefs of medical and nursing programs of universities. Observation and note taking were the data collection procedures used in this study. Othere procedures described include selection of participants and the undertaking of the workshop. |
The sampled population was geriatricians experienced in palliative medicine from ann regions in Brazil. The data collection procedure used was questionnaires in which the participants their level of agreement with particular described competences. Other procedures described in this article are those for selecting and inviting specialists, validating the content, and developing the competency framework. |
The population being sampled is pediatric residents. The data collected procedure presented involves using a two-part instrument comprised of environmental and behavioral SCT content items distributed to the pediatric residents between July 2017 to June 2018. Other procedures described by the authors are data analysis and data extraction from the online questionnaire. |
The sampled population was program directors, associate program directors, and assistant program directors. The data collection procedure involved providing survey questions to the sample population. The surveys collected information on demographics and institutional characteristics. Other procedures described in the article are selection of participants, administration of the survey, and analysis of data. The analysis of the data state that the authors used descriptive analyses ti characterize study subjects and bivariate analyses were performed for the importance of palliative care trianing in emergency medicine training in emergency medicine residency. |
The population sampled in this study is family medicine clerkship directors. The data collection procedure was distributing a survey and asking questions about the clerkship directors, the school, and the clerkship program. Another decrobed procedure is the analysis of data. |
The sampled population is professionals who have worked in undergraduate or postgraduate courses and palliative care professionals with information acquired through practical experience. The data collection procedure involved interviewing these participants individually in their places of work and asking them three open questions. The interviews were recorded and then transcribed. Another procedure described in the article is how the data was analyzed. |
The sampled population is nurses with experience in palliative care. the procedure of collecting data was giving the nurses a questionnaire with both closed and open questions. |
The population of the study was nurses who have undergone through education on palliative care and nusing studnets who have experience in caring for an individual approaching the end of life. The procedure of collecting data was asking questions to the participants and forming focus groups. The author also describe the procedure of analyzing the data. |
This systematic review focused on other articles written on this topic. The procedure for collecting data included noting diwn what other others who have wriiten on the topic said and then complied the information to come with their conclusion. The authors do not describe any other procedure. |
The population for this study was nursing students who engaged in performing the simulation. The data collection procedure involved the students completing three instruments that evaluated their baseline percieved comptence and attitudes in caring for patients at the end of their life. |
The population under study was deans of the five medical faculties in Switzeland in 2012. The data collection procedure involved sending a questionnaire to the deans and them sending them back after filling the required information. The article also describe the procedure used to analyze the data. |
The population under study was pediatric clerkship PBL faculty and third-year medical students. The first data collection procedure involved the participants discussing a case of a child with bone pain who was later diagnosed with leukemia. The participants then identified and prioritized problems and domains of care and self-assigned open-ended questions within domains to research. The second procedure involved developing a care plan framework that demonstrated the elements of palliative care and identified what physicians would need to do to establish therapeutic relationships. The article also described the data analysis procedure. |
The population the article was studying are nursing students. The data collection procedure the participants reporting on their experience in providing shawls to patints needing palliative care by completing a written narrative referred to as Gifting Reflection. Other procedures described by the authors are data analysis, which involved content-coding them narratives for themes related to relevant CARES competences. |
The population of the study were undergraduate students from Heinrich Heine University Dusseldolf. The sample used was thirty medical undergraduate students. The data collection procedure involved having the sample undergo a compulsory elective subject palliative care. After going through this course, the researchers collected data by having the participants fill a written self-assessment. Other procedures described by the authors are obtaining the ethical approval and analysis of the data. |
The population of the study were registered nurses working in private and public hospitals of Central Luzon, Phillipines. The data collection procedure was having the participants fill a self- administred procedure requiring information on demographics, work-related characterisics and competency inventory. The article describes the data analysis procedure. |
The population the researchers were studying are palliative care experts. The data collection procedure involved deriving competences from existing Hospice and Palliative Medicine fellowship competencesand administering a web-based, national cross-sectional survey of palliative care educational experts. The role of the experts were to assess ratings and rankings of proposed competences. The authors have described the process of formulaitng the survey and analysing the collected data. |
The study was a review and hence used articles obtained from MEDLINE, ERIC, CINAHL, and Embase databases. The procedure of collecting data was conducting a literature search by reference search on Google Scholar. Another procedure described in the article is the search strategy. |
The population of interest to the reseachers was newly qualified nurses. The procedure used by the researchers in collecting data was contacting the potential candidates, briefing them about the study and inclusion criteria, the consent form, setting the date for the interview and perfoming the interview. Data was collected in two phases. Other procedures described are obtaining ethical approval and analysis of the data. |
The population of this study was medical trainees. The data collection procedure involved developing a survey based on previous literature, having the survey reviewed by a survey methodologist, pilot testing the survey and the surveying the selected sample. The other described procedure is analysis of the data. |
The population of the study is the medical teaching units of 13 hospitals in the Canadian provinces of British Columbia, Alberta, Manitoba, Ontario, Quebec, and Newfoundland, and Labrador. The population comprised of staff physicians, residents, and nurses. Data collection procedures involved the research staff distributing the paper questionnaires and using the email to distribute the web-based version. After the data is collected, the research staff merged all the data into a secure central database. The article also describes the procedure of developing the questionnaire and statistical analysis. |
The population focused in this study are health-care providers. The data collection procedure was interviewing the research participants. The authors have also described the procedure of analyzing the data, which involved performing a thematic analysis of the data, coding transcripts and arriving at a major themes using consensus. |
The population being studied in this research is databases with articles related to health. The databases the researches used are PubMed, CINAHL, ERIC, Web of Science, and PsychINFO. The data collection procedure was undetaking a literature search on the mentioned databases and other grey literature resources. Other procedures described by the authors are how the searches were conducted and analysis of the data. |
The population of this study was all third year nursing students and fourth year medical students enrolled in the University’s undergraduate nurisng and medicine degree programs. The procedure of collecting data as presented by the authors involved having the participants to complete a questionnaire after the simulated experience. Other procedures the authors have described are data analysis, sourcing the sample participants, and analyzing the collected data. |
The study was an integrative review and hence focused on databases. The databases used are PubMed, Medline on EBCSOhost and Google Scholar. The data colleciton procedure involved performing a literature search on the specified databases using keywords such as nurisng education, nursing, solutions amd’or Africa. |
The study was a systematic review and hence the population was peer-reviewed literature published between 2013 and 2015. data collection procedure was undertaking a literature search on various databases including Web of Science, Medline, Current Current Contents Content Index. The authors also described their procedures on performing the search, extracting data, and analyzing the data. |
Results
Katherine Burton: – What are the given findings?
– How was data collected?
– Are the findings supported by graphs and charts?
– What does the analysis of data state?
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The findings of the article are that there are several educational resources available for educaitng physicians on palliative care, most of these resources are not used in training physicians, and some resources are scalable and inexpensive while others are cost-ly and time consuming. Other findings are that symptom management and communication skills are the two primary competency areas for physicians, interventions need to be accompanied by continuous education, postgraduate education should be competency-based, and that all physicians should be trained on offering palliative care. The article does not support the findings using graphs and charts. |
The findings of the article are that several medical students consider palliative medicine to be valuable and support the need for development of a curriculum to equip them with knowledge and skills to care for dying patients. However, the authors note there has been inadequate training on using competency-based curriculum. The authors do not support the findings with graphs and charts. |
The findings were that there the residents had inadequate knowledge in resident knowledge and self-efficacy in palliative care based on the competencency -based instrument used in measuring these two aspects. The article supports the findings with graphs and charts. The analysis of the data helps in explaining the majority of variance for the entire set of variables. |
The findings are that information on the structure and organization of palliative care in the population. The incorporation of competency-based training for palliative care is adversely affected by several factors for the UK medical schools that include limited leadership, and inadequate resources. Data was collected using an online questionnaire on SurveyMonkey. The analysis of the data states that palliative care training does not have a specific structure, hence, comptency based care is not offered. |
The findings were that the emergcy room nurses had moderate competency level of providing palliative care. The research did not find any relationship between education and with competency in the provision of palliative care. The authors support their findings with charts and tables. |
The findings of the study were identifying the core competences required for palliative care and subdividing them into six main categories of principles of palliative care, identification and control of symptoms, end-of-life care, ethical and legal issues, psychosocial and spiritual issues, and teamwork. The authors support their findings with tables. |
The findings was establishment of 13 thematic areas and 105 competences needed for geriatricans undertaking palliative medicine. The data was collected using questionnaires and conducting a literature review. The analysis of the data states that getricians need to have knowledge of at least 13 thematic areas and obtain 105 competences to effectively perform palliative medicine. |
The findings of the study were that development of a Pal Care Power Hour curriculum is effective in fostering a competency-based training experience. Other findings were that the residents prefer real life case discussions over the lecture format. The author does not support the findings with graphs and charts. The analysis of the data state that problem-based learning with interdisciplinary educators has been endorsed as a form of palliative care education. |
The findings were that a classromm intervention was not effective in improving knowledge and education on palliative care but a web-based learning program combined with bedside clinical competency evaluation by attending clinical faculty was effective. The data was collected using a questionnaire. |
The findings of the study were that most clerkship directors did not specifically evaluate or assess palliative care competences and that there was not structured education or trianing in palliative care during family medicine clerkship. The authors support the findings with graphs or charts. |
The authors indentified the essential compeneties necessary for education of palliative care in medical undergraduate courses. These comptencies were divided and subdivided into categories and subcategories. The comptences included understanding of and coomunication in palliative care, symptom control, interprofessional team collaboration, care in last moments of life, and other palliative care-related topics. Data was collected by interviewing the participants and recording the interviews. The analysis of the data identified the various competences necessary for teaching palliative care students. |
The given findings were identification of the general and specific competences required for the nurses offering palliative care in home care. The researchers collected data using questionnaires composed of both closed and open-ended questions. The authors do not support the findings with graphs and charts but used tables. |
In relation to the topic under study, a finding of the article is that undergoing a palliative care course is one way of facilitating the transfeirng knowledge to practice. The participants reported that the competences acquires during the palliative care course were significant to their practice as the information from the course helped in reflecting on their deficiencies when they care for a patient with a life-threatening condition before taking the course. The authors describe their findings using tables. |
The authors found out that the core competences of pain management can be developed through a competency-based curricular that provides a framework for evaluating continuing professinal development for pain management. The authors do not support their findings with graphs or charts. |
The researcher’s findings were that all the participants displayed greater percieved competence and more positive attitudes towards caring for patients in need of palliative care. The author does not describe findings using graphds and charts. |
The authors found out that Swiss medical schools had increased their palliative care content , academic teaching staff abd hours compared to the results of the previous survey. The researchers collected data using questionnaires. The data analysis states that the medical faculties under study used a organ-system based curricullum. |
The findings of the article was that the declarative knowledge, perceieved exposure, and self-assessed competency of the students improved significantly after the problem-based learning. Data was collected using a survey. However, the authors do not use charts and graphs to describe their findings. The data analysis state that the curriculum assessment resulted in a change in the medicsal students’ knowledge test scores from baseline to follow up. |
The researchers identified four categories of the essential CARES competencies that include individual values and diversity, compassionate communication, fostering quality of life, and self-insight and emotion. Data was collected in form of narratives, where the participants narrated their experiences. The authors did not support their findings with graphs or charts. |
The researchers collected data using four questionnaires to collect information concerning attitudes towards palliative care, willingness to care for a dying person, self-analysis of one’s skills, and competencies in communicaitng with a dying patient. The findings of the study are that the seminar significantly enhanced the participants preparedness in dealing and communicating with dying patients, self-estimation of palliative care competences. However, there were no changes in attitudes towards palliative care. The authors only supoort their findings with tables but have not used graphs or charts. |
The researchers found out that nurses employed on a permanent basis reported higher self-percieved competencies than those not on permanent employment. However, compared to other health fields, nurses recorded higher competencies. The authors do not use graphs or charts to support their findings. |
The authors found eighteen comprehensive palliative care comptences critical for teaching medical students. 95% of the participants found the competencies critical and appropriate. Other findings were that managing of symptoms and communication some of the essential domians for teaching palliative care. The researchers collected data using a survey. The researchers only uses tables to support their findings. |
The findings of the article were that competency-based education is a cost-effective method of reducing infection rates for central venous catheterization, improves procedural competency, retention of skills, and patient care. The authors do not support these findings using a graphs and charts but uses tables. |
The study came out with two major themes that were; improving theoritical content and rethinking practical lessons and clinical training. Other findings were that palliative care requires to have a wide range of knowledge on mental health, critical care, communication, pharmacology, and skills to manage difficult and conflictive situations. The authors uses tables to support their findings. |
The researchers found out that the surveyed trainees were least confident and least satisfied with teaching in counseling about impact of emergencies and discussing organ donation. Data was collected using direct observation, focus groups and interviews. |
Some of the major barriers to care discussions identified in the study are family members’ or patients’ difficulty accepting poor prognosis, family members’ or patients’ difficulty understanding the limitations and complications of life-sustaining treatments for, disagreement among famamily members about care objectives, and patients’ capacity to make goals of care decisions. The clinians were of the perspective that their own skills and system factors are not critical barriers. the authors do not support their findings using graphs and charts but use tables. |
The researchers found out that several cultural factors interact to influence the decision-making among prople from South Asia. These factors include patient-based, family-based, provider-based, and community-based factors. The authors only support their findings using tables and figues but do not use graphs or charts. |
The given findigs are that simulation-based learning experience are used in teaching palliative and end-of-life communication skills to nursisng students and is an efective way of buiding the trainees’ competence in this area. However, the authors note that this appoach has no standard methods, has poor evaluaiton methods , which makes it difficult to determine the best practices. The authors used charts to support their findings. The analysis of the data state that simulation-based learning is an example of competency-based learning on pallitive care. |
The study confirmed that a simulated approach of end of life care intervention has a positive impact on the attitudes of undergraduate nursing and medical students concerning care for patients who are at the end of their lives. The researchers collected data using the Frommelt Attitudes Towards Care of the Dying (FATCOD) part B scale. This tool assesed the non-family caregivers’ perceptions towards the provision of care to terminally ill patients and their families. The authors uses tables to support their findings. |
The study found out six themes on the challenges and these included curriculum reforms, profession regulation, collaboration and partnership, transformative teaching strategies, capacity building, and infrastructure and resources. The researshers collected data by undertaking an electronic literature search on the databases, evaluating the records for authenticity, methodological quality and informational value, and data extraction. The authors did not support their findings with graphs or charts. |
The findings of the study were that including palliative care courses at the undergraduate level is an effective way of providing new health professionals with critical competencies and skills and palliative care and improves the quality of care for patients in need of palliative care. The data was collected through extracting the data from each article in a template with the most relevant information such as author, aim, methods, learning construct, considered results, and the conclusion. The authors supported their findings using tables. |
Conclusion
Katherine Burton: – What is the summary of the study?
– What is the conclusion of the hypothesis?
– What are the questions for future research? |
The conslusion of this review is that Canada has adequate resources for training nurses on undertaking palliative care. The authors do not present any questions for future research. |
The study summary is that a curriculum focused on competency development is critical during the entire period of medical education for every medical education in the world. It also found out that an international effort is necessary for developing an integrated comptency-based curricular plan for palliative care. |
The instrument developed by the authors demonstrated promising psychometric properties and realiability in probing the aspects of palliative care and help in further evaluation of the most apprpriate palliative care interventions. The article does not provide any questions for future research. |
The summary of the study is that organization of palliative care education varies across the medical schools leading to diverse ways of offering palliative care. Some courses on palliative care have limited curricular time and content, limited leadership and limited allocation of resources. The article does not provide questions for future research. |
The summary of the study was that nurses working in the emergency room display a moderate level of competency when offering palliative care and that knowledge of palliative care has a positive relationship with competency in the provision of care. The moderate care means that the nurses need to undergo competency-based training to enhance their comptency level |
The summary of the study was that the resulting comptences identified would be essential in the development of curricula for physicians and nurses throughout schools in Colombia and other countries. The authors do not present any questions for future research. |
The authors’ conclusions were that consensus competency frameworks and a survey of specialists can help in developing general and core competences for medical education of geriatricians. The article notes that areas of further studies in the future are teaching and learning methodologies necessary for improving assessmment tools to make the competences in the framework measurable and practical. |
The study’s summary is that competency-based traning should take an interdisciplinary nature. The authors’do not provide any recommendation for research in the future. |
The conclusion of the study is that physicians working in the emregency department require to possess a unique set of palliative care skills they can obtain through training. Areas where the author proposes for research in the future are The authors do not provide recommendation for areas on which to conduct studies in the future. |
The article’s conclusion is that competency-based tasining for palliative care is in high demand and providing it to medical professionals will help inimproving patient accessibility. |
The summary of the study was that the recommended competences are appropriate for enhancing competency-based training for palliative care and that educators, public authorities, maangers and medical students need to perceive this topic as essential for the aging populaiton in this era of increasing aging population. The article does not provide proposals for future research. |
The summary of the authors is that medical professionals need to build their own operating scheme by organizing their professional conduct for them to perform an activity with competence. They also conclude that palliative care is a nursing care practices and nurses need to have the identified competences to improve their palliative care. |
The summary of the study was that palliative care education is essential in solving real problems with patients and the patients’ families, though the process is faced with some barriers. The authors do not provide any recommendation for future research. |
The authors concluded that competency-based continuing education for pain practitioners as it enhances professional practice. |
The conclusion is that stimulation proposed in this study is an effective education strategy for enhancing students’ attitudes and percieved competence in caring for patients at the end of their lives. |
The summary of the study was that performing periodic survey is a useful tool for enhancing the provision of competency-based palliative care training and making this training aan essential element of medical training. However, the authors did not provide any suggestions for undertaking research in the future. |
The conclusion of the article was that medical students can be eqiped with knowledge on palliative care using the PBL format as it leads to improved knowledge and self-assessed competency. The conclusion of the research question is that the PBL format is effective in enhancing students’ declarative knowledge, attitudes, and competency in palliative care. The authors do not provide any questions for future research. |
The summary of the study is that having nursing students participate in an experiential immersion program can help in improving palliative care comptences as demonstrated in the participants’ narrative reflections. The immersion program helps in helping the nursing students to recognize their individuals differences in values and priorities to provide compassionate and patient-centered nursing care to those in need of palliative care. The authors did not recommend areas for future research. |
The conclusion of the study is that a competency-based curricula has the potential to sigficantly improve student’s self-efficacy and attitute towards caring for dying patients and offers an excellent way of evaluating student’s competency in palliative care. |
The authors concluded that nurses employed on permanent basis record higher competency levels, which inform health institutions’ administrators on what they need to do to enhance the comptency levels of their nurses. However, the authors do not provide suggestions for future studies on the topic. |
The conclusion of the article was that there exists some defined competences critical for educating students concerning palliative care and thet teaching these competencies early is important in improving the physicians’ clinical efficacy and improve the quality of care. The authors did not provide any area for future resesearch. |
The summary of the study is that competency-based positively affects patients care and is highly cost-effective. However, it proposed that further studies are required on organizational effects of competency-based education and the possibility of transferability to other medical facilities and the entire health system. |
The conclusion of the study is that the period of transitioning to employment experience a lack of confidence when taking on responsibility and autonomy which adversely affects their decision making. Educators need to make changes to the curriculum to offer nurses competency-based education to enhance their competency as they transition to practice. |
The summary of the study is that this research contributes to the past research on postgraduate education on palliative and comunication in the end of life and includes the importance of having support abd change in culture, faculty develoment and explains the reasons for such changes. The authors does not offer recommendations for future research. |
The conclusion of the study is that there are several barriers to care communication with terminally ill patients,therefore, several interventions are required. These multifaceted interventions should direct at the patients, their families. clinicians, and the health system. The authors did not provide suggestions for areas to undertake future research. |
The conclusion of the study was that the cultural context of a patient influences his or her decision making and understanding of this context helps in enhancing the cultural comptence of health providers and is likely to improve services to the different cultural groups. The authors recommend further research for other different groups originating from other countries. |
The authors summarized the study by stating that the evidence they presented can be augmented by having trianing programs that make use of simulation-based learning by applying standards, having specified goals and objectives, and incoporaitng rigorous evaluation methods and measures that establish a connection between the training objectives and desired clinician practices and patient outcomes. The authors propose further research on this topic. |
The authors concluded that active, experiential learning using simulation teaching approach is an effective method of enhancing the perceptions of undergraduate nursing and medical students on end of life. The method is an excellent approacf of competency-based learning is it serves as viable alternative in the absence of clinical exposure. The authors do not provide any suggestions for future research. |
The conclusion of the study was that nursing education in the area of study and globally requires more modifications to increase the capacity of the educators and mentors, responsiveness of curricula. Another conclusion was that these findings contribute to the body of knowledge to enhance efforts of stakeholders to improve quality of nursing. No suggestions for further research are provided. |
The conclusion of the study is that palliative care knowledge and skills obtained at the undergraduate education level improves attitudes towards palliative care and enhances palliative care for patients at the end of their lives. The authors do not provide any suggestion for future research. |
References
Katherine Burton: What are the total number of references used in the study?
List two of the references used. |
The article uses 48 references. Two of the referneces used are: Canadian Medical Association: Palliative Care: CMA National Call to Action. Ottawa, ON: Canadian Medical Association, 2015.
2. Carstairs S: Raising the Bar: A Roadmap for the Future of Palliative Care in Canada. Ottawa, ON: The Senate of Canada, 2010. |
This article used 58 references. Two of these references are 1. Sanchez-Reilly S, Ross JS. Hospice and palliative medicine: curriculum evaluation and learner assessment in medical education. J Palliat Med. 2012;15(1):116–122.
2. Chiu N, Cheon P, Lutz S, et al. Inadequacy of palliative training in the medical school curriculum. J Cancer Educ. 2015;30:749–753. |
The article has used 32 references. Tow of them are 1. Quill, TE, Abernethy, AP. Generalist plus specialist palliative care—creating a more sustainable model. N Engl J Med. 2013;368(13):1173–1175. doi:10.1056/NEJMp1215620.
2. Lupu, D . Estimate of current hospice and palliative medicine physician workforce shortage. J Pain Symptom Manage. 2010;40(6):899–911. doi:10.1016/J.JPAINSYMMAN.2010.07.004.
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The article has used 19 references. Two of these references are; 1. Pairojkul S. Diagnostic criteria for terminally ill patients. Department of Pediatrics, Faculty of medicine: Khon Kaen University; 2015. Thai.2. Ross J. The patient journey through emergency care in Nova Scotia: A prescription for new medicine: Nova Scotia Department of Health; 2010 |
Thirty five references are used for this article. Two of these references are; 1
Tebbit P: Palliative Care 2000: Commissioning through Partnership. London, UK: National Council for Hospice and Specialist Palliative Care Services, 1999.
2
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This article uses 18 references. Two of the references; 1. Santos CE, Caldas JMP, Serafim JA, Barros N, Pereira AC, Capra MEZ, et al. Palliative Care in Brazil: With a View to Future Needs? Int Arch Med [Internet]. 2017 [acessado em 5 ago. 2018];10. Disponível em: http://imedicalsociety.org/ojs/index.php/iam/article/view/2440
2. Kapo J, Morrison LJ, Liao S. Palliative care for the older adult. J Palliat Med. 2007;10(1):185-209. https://doi.org/10.1089/jpm.2006.9989 |
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Medical School Curriculum in Palliative Care: A Longitudinal Content Evaluation Based on National
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2. Morrison, L.J.; Thompson, B.M.; Gill, A.C. A required third-year medical student palliative care curriculum
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2 Forbes K, Gibbins J. Teaching and training in palliative medicine. In: Cherny N, Fallon M, Kaasa S, Portenoy R, Currow DC. Oxford textbook of palliative medicine. 5ª ed. Great Britain: Oxford university press; 2015. p. 146-53. |
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