PDF(Pubmed)
Abstract：
BACKGROUND: The number of people suffering from chronic diseases requiring palliative care (PC) is increasing rapidly. Therefore, PC teaching in undergraduate health science programs is necessary to improve primary PC based on international recommendations and available scientific evidence.
METHODS: A descriptive cross-sectional study was conducted. Active undergraduate medical and nursing programs that were approved by the Colombian Ministry of Education and integrated PC teaching into their curricula were included in the study. The total sample consisted of 48 programs: 31 nursing and 17 medical programs.
RESULTS: PC competencies are distributed throughout the curriculum in 41.67% of programs, in elective courses in 31.25%, and in mandatory courses in 27.08% of the programs. The average PC teaching hours is 81 for nursing and 57.6 for medicine. PC clinical rotations are not offered in 75% of the programs. For undergraduate nursing programs, the most frequent competencies taught are the definition and history of PC and identifying common symptoms associated with advanced disease. In undergraduate medicine, the most common competencies are pharmacological and non-pharmacological pain management and identification of PC needs.
CONCLUSIONS: PC teaching in undergraduate health science programs mainly addresses the conceptual and theoretical aspects of PC, which are part of the competencies present throughout the programs\' curricula. Low availability of PC clinical rotations was identified. Future studies should assess whether the low availability of clinical rotations in PC limits the ability of students to develop the practical competencies necessary to provide quality PC.
BACKGROUND: Not applicable.
METHODS: A descriptive cross-sectional study was conducted. Active undergraduate medical and nursing programs that were approved by the Colombian Ministry of Education and integrated PC teaching into their curricula were included in the study. The total sample consisted of 48 programs: 31 nursing and 17 medical programs.
RESULTS: PC competencies are distributed throughout the curriculum in 41.67% of programs, in elective courses in 31.25%, and in mandatory courses in 27.08% of the programs. The average PC teaching hours is 81 for nursing and 57.6 for medicine. PC clinical rotations are not offered in 75% of the programs. For undergraduate nursing programs, the most frequent competencies taught are the definition and history of PC and identifying common symptoms associated with advanced disease. In undergraduate medicine, the most common competencies are pharmacological and non-pharmacological pain management and identification of PC needs.
CONCLUSIONS: PC teaching in undergraduate health science programs mainly addresses the conceptual and theoretical aspects of PC, which are part of the competencies present throughout the programs\' curricula. Low availability of PC clinical rotations was identified. Future studies should assess whether the low availability of clinical rotations in PC limits the ability of students to develop the practical competencies necessary to provide quality PC.
BACKGROUND: Not applicable.
摘要：
背景：患有需要姑息治疗（PC）的慢性疾病的人数正在迅速增加。因此,根据国际建议和现有的科学证据，本科健康科学课程中的PC教学对于改善初级PC是必要的。
方法：进行描述性横断面研究。该研究包括哥伦比亚教育部批准的积极的本科医学和护理课程，并将PC教学纳入其课程。总样本包括48个项目：31个护理项目和17个医疗项目。
结果：在41.67%的课程中，PC能力分布在整个课程中，在选修课程中占31.25%，并在27.08%的必修课程中。护理的平均PC教学小时为81小时，医学的平均PC教学小时为57.6小时。75％的计划不提供PC临床轮换。对于本科护理课程，教授的最常见的能力是PC的定义和病史,以及确定与晚期疾病相关的常见症状.在医学本科，最常见的能力是药理学和非药理学疼痛管理以及确定PC需求.
结论：本科健康科学课程的PC教学主要涉及PC的概念和理论方面，这是整个课程中存在的能力的一部分。确定了PC临床轮换的低可用性。未来的研究应评估PC中临床轮换的低可用性是否限制了学生发展提供优质PC所需的实践能力的能力。
背景：不适用。
方法：进行描述性横断面研究。该研究包括哥伦比亚教育部批准的积极的本科医学和护理课程，并将PC教学纳入其课程。总样本包括48个项目：31个护理项目和17个医疗项目。
结果：在41.67%的课程中，PC能力分布在整个课程中，在选修课程中占31.25%，并在27.08%的必修课程中。护理的平均PC教学小时为81小时，医学的平均PC教学小时为57.6小时。75％的计划不提供PC临床轮换。对于本科护理课程，教授的最常见的能力是PC的定义和病史,以及确定与晚期疾病相关的常见症状.在医学本科，最常见的能力是药理学和非药理学疼痛管理以及确定PC需求.
结论：本科健康科学课程的PC教学主要涉及PC的概念和理论方面，这是整个课程中存在的能力的一部分。确定了PC临床轮换的低可用性。未来的研究应评估PC中临床轮换的低可用性是否限制了学生发展提供优质PC所需的实践能力的能力。
背景：不适用。
