Integration of end of life concepts into the curriculum of an Associate of Science in nursing program

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dc.contributor Graves, Ann
dc.contributor Lippe, Megan
dc.contributor Montgomery, Michele
dc.contributor Tomlinson, Stephen
dc.contributor.advisor Wright, Vivian
dc.contributor.author Harwell, Jennifer H.
dc.date.accessioned 2020-01-16T15:04:25Z
dc.date.available 2020-01-16T15:04:25Z
dc.date.issued 2019
dc.identifier.other u0015_0000001_0003474
dc.identifier.other Harwell_alatus_0004D_13927
dc.identifier.uri http://ir.ua.edu/handle/123456789/6531
dc.description Electronic Thesis or Dissertation
dc.description.abstract End of life (EOL) education is missing or deficient among nursing curricula across the United States. Nursing educators have debated over the most effective teaching modality to implement EOL concepts among nursing curricula with little consensus. Since 2000, the End-of-Life Nursing Education Consortium (ELNEC) project has striven to improve EOL education and promote an effective means of integrating EOL concepts into nursing education. In 2017, the ELNEC project released the first undergraduate nursing curriculum focused on primary palliative care, which includes EOL care, called ELNEC-Undergraduate. The purpose of the study was to determine if implementing the ELNEC-Undergraduate online learning modules improved student knowledge with respect to EOL care concepts. This study took place in an Associate of Science in Nursing program with forty-nine students participating in the study during their final nursing semester before graduation. This study implemented a quantitative methodology utilizing a pretest/posttest design to measure student knowledge of EOL concepts prior to and after the implementation of the ELNEC-Undergraduate curriculum. The Undergraduate Nursing Palliative Care Knowledge Survey was employed as an evaluative instrument to measure knowledge of EOL care. Paired sample t-tests were conducted to compare pretest and posttest scores of the cohort as well as within the studies constructs. Simple, multiple, and hierarchical linear regressions were employed to analyze student demographics as well as pre-existing experiences’ effect on student knowledge with respect to EOL care. Demographics and pre-existing experiences did not significantly affect student knowledge with respect to EOL care. However, the study results indicated that there was a statistically significant increase in student knowledge after the implementation of the ELNEC-Undergraduate curriculum.
dc.format.extent 163 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Nursing
dc.subject.other Educational leadership
dc.title Integration of end of life concepts into the curriculum of an Associate of Science in nursing program
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Leadership, Policy, and Technology Studies
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.


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