Abstract：
BACKGROUND: With the aging population, there is an increased need for nurses with competence in chronic illness and palliative care management particularly in long-term care settings. The incorporation of palliative care education in nursing curricula has been explored previously.
OBJECTIVE: This review aimed to appraise the current literature on the state of palliative care education in academia and how it impacts the preparedness of nurses to enter long-term care post-graduation. There has not been an integrative review exploring curriculum-based palliative care education for long-term care.
METHODS: This review was guided by the method of Whittemore and Knafl using critical appraisal tools. The CINAHL, Cochrane, EBSCO, ERIC, Journals@Ovid, Medline, PsycINFO, and ScienceDirect databases were searched for peer-reviewed literature from 2017 to 2022.
RESULTS: Sixteen items met the search criteria for appraisal, and 11 items were retained for discussion.
CONCLUSIONS: There is a gap in nursing curricula in preparing nurses for the situations faced by long-term care nurses. Long-term care nurses develop strong bonds with residents and families and often lack time, space, and resources to cultivate the confidence and competence as palliative situations arise. More research is needed to determine the best placement in nursing programs for palliative-based long-term care education.
OBJECTIVE: This review aimed to appraise the current literature on the state of palliative care education in academia and how it impacts the preparedness of nurses to enter long-term care post-graduation. There has not been an integrative review exploring curriculum-based palliative care education for long-term care.
METHODS: This review was guided by the method of Whittemore and Knafl using critical appraisal tools. The CINAHL, Cochrane, EBSCO, ERIC, Journals@Ovid, Medline, PsycINFO, and ScienceDirect databases were searched for peer-reviewed literature from 2017 to 2022.
RESULTS: Sixteen items met the search criteria for appraisal, and 11 items were retained for discussion.
CONCLUSIONS: There is a gap in nursing curricula in preparing nurses for the situations faced by long-term care nurses. Long-term care nurses develop strong bonds with residents and families and often lack time, space, and resources to cultivate the confidence and competence as palliative situations arise. More research is needed to determine the best placement in nursing programs for palliative-based long-term care education.
摘要：
背景：随着人口老龄化，对具有慢性病和姑息治疗管理能力的护士的需求增加,特别是在长期护理环境中.先前已探索将姑息护理教育纳入护理课程。
目的：这篇综述旨在评估学术界姑息治疗教育的现状及其对护士毕业后进入长期护理准备的影响。尚未进行综合审查，以探索基于课程的姑息治疗教育以进行长期护理。
方法：本综述以Whittemore和Knafl使用关键评估工具的方法为指导。TheCINAHL,科克伦,EBSCO,ERIC,日志@Ovid,Medline,PsycINFO,从2017年至2022年，搜索了ScienceDirect数据库的同行评审文献。
结果：十六个项目符合评估的搜索标准，保留11个项目供讨论。
结论：护理课程在为长期护理护士所面临的情况做好准备方面存在差距。长期护理护士与居民和家庭建立了牢固的联系，并且经常缺乏时间，空间,以及在姑息情况出现时培养信心和能力的资源。需要更多的研究来确定姑息性长期护理教育的最佳护理方案。
目的：这篇综述旨在评估学术界姑息治疗教育的现状及其对护士毕业后进入长期护理准备的影响。尚未进行综合审查，以探索基于课程的姑息治疗教育以进行长期护理。
方法：本综述以Whittemore和Knafl使用关键评估工具的方法为指导。TheCINAHL,科克伦,EBSCO,ERIC,日志@Ovid,Medline,PsycINFO,从2017年至2022年，搜索了ScienceDirect数据库的同行评审文献。
结果：十六个项目符合评估的搜索标准，保留11个项目供讨论。
结论：护理课程在为长期护理护士所面临的情况做好准备方面存在差距。长期护理护士与居民和家庭建立了牢固的联系，并且经常缺乏时间，空间,以及在姑息情况出现时培养信心和能力的资源。需要更多的研究来确定姑息性长期护理教育的最佳护理方案。
