Teaching Methodologies Regarding Palliative Care Competencies on Undergraduate Nursing Students: A Systematic Review

• Main Authors: Ni Luh Putu IB. Agustini, -, Nursalam, -, Tintin Sukartini, -, Gst. Kade Adi W. Pranata, -, Ni W. Suniyadewi, -, I Dewa A. Rismayanti, -
• Format: Article PeerReviewed
• Language: English; English; English
• Published: Ektodermal Displazi Grubu 2021
• Subjects: RT1-120 Nursing
• Online Access: https://repository.unair.ac.id/119125/1/Artikel.pdf; https://repository.unair.ac.id/119125/2/Peer%20Review.pdf; https://repository.unair.ac.id/119125/3/Turnitin.pdf; https://repository.unair.ac.id/119125/
• Institution: Universitas Airlangga

The teaching problem in undergraduate nursing students (UNS) is a lack of empirical evidence of teaching methodologies for achieving palliative care competencies (PCC). The purpose of this review was to synthesize the evidence of palliative care (PC) teaching methodologies for UNS and their effectiveness to achieve PCC. Four electronic databases were searched, including Scopus, ProQuest, PubMed, and CINAHL, from 2015 to 2020. Full-text available, published in peer-reviewed journals, written in English and aimed at verifying the effectiveness of teaching methodologies for achieving PCC were included. The Critical Appraisal Skills Programme (CASP) checklist was used to appraise the trustworthiness, relevance, and the results of published papers. Five studies were considered relevant for this systematic review. The learning methodology carried out to achieve PCC for UNS varies from multimodality approaches, simulation-based experience to high fidelity simulation. Kolb's Experiential Learning Theory proved to be effective in improving students' PCC, especially in the aspects of knowledge, attitude, comfort, and selfawareness. The learning methodology identified in this review was proven to be effective to improve the PCC on UNS; simulation being the most widely applied method in teaching strategies.