ABSTRACT
Advances in the management of chronic diseases, combined with an ageing population, have resulted in a rising prevalence of people with life-limiting conditions and multi-morbidities, with a corresponding increase in demand for palliative care. The majority were over 70 and two thirds died within six months of admission.2 Education fundamental The National Health Needs Assessment for Palliative Care estimates 80 per cent of these people will be cared for by primary (non-specialist) palliative care providers, and describes education as fundamental to ensuring the health workforce is prepared to care for these patients and their family/whānau.3 Nurses are at the frontline of patient care and will therefore feel the full force of this increase, including new graduates who have the least amount of training and experience. International research reports that many nurses do not feel well prepared to provide palliative and end-of-life care and find it stressful and emotionally distressing, which may be reflected in the care they provide.4,5 Personal attitudes and beliefs may also influence nurses' willingness to care for people at the end of life,6 although education is effective in addressing these issues.7,8 Little is known about how registered nurses (RNs) in New Zealand learn to care for patients who are dying. In Europe, 43 per cent of countries include palliative care in undergraduate nursing curricula, including France, Austria and Poland where PEOLC teaching is mandatory.13 In New Zealand, the Ministry of Health (MoH) identified the need for workforce development in the Palliative Care Strategy.14 This recommended the Nursing Council provide guidelines for the minimum palliative care content at undergraduate level.