• Susan Brajtman, Frances Fothergill-Bourbonnais, Alberta Casey, Diane Alain, and Valerie Fiset.
• School of Nursing, Algonquin College, University of Ottawa, Canada. brajtman@uottawa.ca
• Int J Palliat Nurs. 2007 May 1; 13 (5): 213-21.

AimTo examine the current curriculum content and learning needs of graduating nursing students related to end-of-life care (EOLC).DesignA survey method was employed.SampleA purposive sample of 58 Anglophone and Francophone students completed the Palliative Care Quiz for Nursing (PCQN) and Frommelt's Attitudes Toward Care of the Dying Scale (FATCOD). Students responded to open-ended questions regarding perceptions of preparedness to care for terminally ill patients, and provided suggestions for changes to the curriculum. Key informant educators identified opportunities to include EOLC content in courses and clinical placements.ResultsResults indicated that students held positive attitudes towards caring for dying patients, had modest knowledge levels, and that one third did not feel adequately prepared to care for dying patients. Although EOLC education tends to be threaded throughout the program, the emphasis is dependent upon the commitment of individual professors and clinical instructors with experience and/or expertise in this area.ConclusionStudents and educators agreed more emphasis on EOLC was needed. Recommendations include development of teaching strategies and experiential learning in EOLC throughout the curriculum.

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