Running head: INTRODUCTION TO PALLIATIVE CARE NURSING 1
Introduction to Palliative Care Nursing
Western Governors University
College of Health Professions
,INTRODUCTION TO PALLIATIVE CARE NURSING 2
Executive Summary
This scholarly proposal was developed to introduce the topic of Palliative Care Nursing
in Week 11 of the Nursing Concepts IV: Complex Patient-Centered Care course at Cross College.
Utilizing the ADDIE model of instructional design, the project leader and key stakeholders
analyzed the current curriculum to determine if the program outcome goals are aligned with
ACEN accreditation standards. During the Analysis phase of the project, a curricular needs gap
analysis was conducted and revealed that the current curriculum inadequately prepared nursing
students with the skills necessary to provide patient- and family-centered care during the patient's
end-of-life care. A literature review was conducted, and peer-reviewed scholarly resources
supported integrating formal palliative care education in the current curriculum, which will
address the curriculum gap based on the need analysis. In this phase, the objectives and goals,
the current state of the learning environment, and the learner's existing knowledge and skills
were analyzed. Forces and factors that may influence this change were also identified. At the
end of this phase, the need to include formal palliative care education was established, and a plan
for meeting this need was created.
During the Design phase, independent and collaborative procedures were followed to
revise the course syllabus. The modified syllabus included new course objectives and student-
centered learning outcomes, teaching and instructional strategies, learning content, grading
policy, and scale. Current learning theories and evidence-based practice supported the updated
elements in the syllabus. Course objectives and student learning outcomes were created to align
with the ACEN Associate degree's standards. The teaching strategies, delivery methods, and
learning materials were developed based on the Sociocultural Learning Theory (SCT).
,INTRODUCTION TO PALLIATIVE CARE NURSING 3
During the Development phase, independent and collaborative procedures with key
stakeholders were followed to develop and validate the learning resources. The learning
resources and scenario-based learning activities were designed to support student skill
development and encourage reflective practice. The 5-question formative assessment was
carefully crafted to measure student progress and identify improvement areas as students
progress through the course. The summative performance assessment was designed to represent
an authentic activity and one that is relevant to this curriculum proposal. Lastly, the summative
objective assessment was meticulously constructed to elicit data that can be used in the future to
ensure this proposal is meeting its intended goal.
During the Implementation phase, the human, financial, and technology resources to pilot
test and implement this proposal were examined. Pilot testing procedures will precede full
implementation and include various stakeholders who are critical components to this project's
success. Clear roles and responsibilities were assigned to key stakeholders, and processes were
established to gather feedback and improve the curriculum proposal based on the results. A
faculty training plan was developed to support the course implementation. Finally, potential
technical problems were identified, and a plan was created to mitigate these issues.
During the Evaluation phase, we assessed how to measure the revised module's
effectiveness in meeting the instructional goals and objectives. Numerous course performance
metrics were evaluated, and collaborative procedures were used to determine the metrics used for
this proposal. A 10-item end-of-course student survey was designed that would yield critical
information to improve instructional strategies and learning resources. Finally, a formative
evaluation plan was devised to monitor whether the course meets course objectives and student
learning outcomes.
, INTRODUCTION TO PALLIATIVE CARE NURSING 4
Introduction to Palliative Care Nursing
It is common for nursing students and newly graduated nurses to encounter situations in
which they are faced with taking care of a dying patient. Although most patients would prefer to
die at home, a sizable percentage of deaths occur in acute care settings. Unfortunately, most
nursing curricula fail to prepare nursing students to provide holistic patient adequately- and
family-centered care during end-of-life. Limited exposure and instruction to end-of-life care as
students can affect the attitudes and delivery of care to patients and their families. Being
knowledgeable about end-of-life care, encompassing palliative, hospice, and supportive care, can
help nursing students overcome barriers when managing terminally ill patients and positively
influences nurses' attitudes and knowledge towards caring for the dying patient [ CITATION
Rob17 \l 1033 ]. Nursing curricula must prepare students to provide patient- and family-centered
care during the patient's end-of-life. Nursing curricula must also teach students how to address
the emotional, physical, and spiritual needs of dying patients and their families and provide a
genuine and supportive relationship to encourage self-determination, enhance the patient's sense
of dignity and quality of life, and alleviate suffering. Lastly, nursing curricula must allow
students to make decisions in a safe and controlled environment where they can see the
consequences of their actions.
This proposal is to introduce the topic of Palliative Care Nursing in Week 11 of the
Nursing Concepts IV: Complex Patient-Centered Care course. Week 11 addresses the
management of patients at end-of-life. Still, it inadequately prepares students to provide patient-
and family-centered care that optimizes quality of life by anticipating, preventing, and treating
pain and suffering. The module lacked information regarding palliative care and hospice care,
communication techniques, and culturally competent nursing interventions for patients and their
Introduction to Palliative Care Nursing
Western Governors University
College of Health Professions
,INTRODUCTION TO PALLIATIVE CARE NURSING 2
Executive Summary
This scholarly proposal was developed to introduce the topic of Palliative Care Nursing
in Week 11 of the Nursing Concepts IV: Complex Patient-Centered Care course at Cross College.
Utilizing the ADDIE model of instructional design, the project leader and key stakeholders
analyzed the current curriculum to determine if the program outcome goals are aligned with
ACEN accreditation standards. During the Analysis phase of the project, a curricular needs gap
analysis was conducted and revealed that the current curriculum inadequately prepared nursing
students with the skills necessary to provide patient- and family-centered care during the patient's
end-of-life care. A literature review was conducted, and peer-reviewed scholarly resources
supported integrating formal palliative care education in the current curriculum, which will
address the curriculum gap based on the need analysis. In this phase, the objectives and goals,
the current state of the learning environment, and the learner's existing knowledge and skills
were analyzed. Forces and factors that may influence this change were also identified. At the
end of this phase, the need to include formal palliative care education was established, and a plan
for meeting this need was created.
During the Design phase, independent and collaborative procedures were followed to
revise the course syllabus. The modified syllabus included new course objectives and student-
centered learning outcomes, teaching and instructional strategies, learning content, grading
policy, and scale. Current learning theories and evidence-based practice supported the updated
elements in the syllabus. Course objectives and student learning outcomes were created to align
with the ACEN Associate degree's standards. The teaching strategies, delivery methods, and
learning materials were developed based on the Sociocultural Learning Theory (SCT).
,INTRODUCTION TO PALLIATIVE CARE NURSING 3
During the Development phase, independent and collaborative procedures with key
stakeholders were followed to develop and validate the learning resources. The learning
resources and scenario-based learning activities were designed to support student skill
development and encourage reflective practice. The 5-question formative assessment was
carefully crafted to measure student progress and identify improvement areas as students
progress through the course. The summative performance assessment was designed to represent
an authentic activity and one that is relevant to this curriculum proposal. Lastly, the summative
objective assessment was meticulously constructed to elicit data that can be used in the future to
ensure this proposal is meeting its intended goal.
During the Implementation phase, the human, financial, and technology resources to pilot
test and implement this proposal were examined. Pilot testing procedures will precede full
implementation and include various stakeholders who are critical components to this project's
success. Clear roles and responsibilities were assigned to key stakeholders, and processes were
established to gather feedback and improve the curriculum proposal based on the results. A
faculty training plan was developed to support the course implementation. Finally, potential
technical problems were identified, and a plan was created to mitigate these issues.
During the Evaluation phase, we assessed how to measure the revised module's
effectiveness in meeting the instructional goals and objectives. Numerous course performance
metrics were evaluated, and collaborative procedures were used to determine the metrics used for
this proposal. A 10-item end-of-course student survey was designed that would yield critical
information to improve instructional strategies and learning resources. Finally, a formative
evaluation plan was devised to monitor whether the course meets course objectives and student
learning outcomes.
, INTRODUCTION TO PALLIATIVE CARE NURSING 4
Introduction to Palliative Care Nursing
It is common for nursing students and newly graduated nurses to encounter situations in
which they are faced with taking care of a dying patient. Although most patients would prefer to
die at home, a sizable percentage of deaths occur in acute care settings. Unfortunately, most
nursing curricula fail to prepare nursing students to provide holistic patient adequately- and
family-centered care during end-of-life. Limited exposure and instruction to end-of-life care as
students can affect the attitudes and delivery of care to patients and their families. Being
knowledgeable about end-of-life care, encompassing palliative, hospice, and supportive care, can
help nursing students overcome barriers when managing terminally ill patients and positively
influences nurses' attitudes and knowledge towards caring for the dying patient [ CITATION
Rob17 \l 1033 ]. Nursing curricula must prepare students to provide patient- and family-centered
care during the patient's end-of-life. Nursing curricula must also teach students how to address
the emotional, physical, and spiritual needs of dying patients and their families and provide a
genuine and supportive relationship to encourage self-determination, enhance the patient's sense
of dignity and quality of life, and alleviate suffering. Lastly, nursing curricula must allow
students to make decisions in a safe and controlled environment where they can see the
consequences of their actions.
This proposal is to introduce the topic of Palliative Care Nursing in Week 11 of the
Nursing Concepts IV: Complex Patient-Centered Care course. Week 11 addresses the
management of patients at end-of-life. Still, it inadequately prepares students to provide patient-
and family-centered care that optimizes quality of life by anticipating, preventing, and treating
pain and suffering. The module lacked information regarding palliative care and hospice care,
communication techniques, and culturally competent nursing interventions for patients and their
