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1- Student Research Committee, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
2- Nursing Care Research Center in Chronic Diseases, School of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
3- Nursing Care Research Center in Chronic Diseases, School of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran. ,mer.ahmadi@gmail.com
4- Student Research Committee, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
2- Nursing Care Research Center in Chronic Diseases, School of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
3- Nursing Care Research Center in Chronic Diseases, School of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran. ,
4- Student Research Committee, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
Abstract: (44 Views)
Background & Objective: Nursing education plays a key role in providing nursing students with the knowledge and positive attitudes needed to deliver palliative care to patients with chronic illnesses. This study assessed the palliative care knowledge and attitudes of Iranian nursing students and identified associated predictive factors.
Methods: This cross-sectional study included 202 undergraduate (third- or fourth-year) and postgraduate nursing students at Ahvaz Jundishapur University of Medical Sciences, Iran, from October 2024 to January 2025. Participants were recruited using a census sampling method. Data were collected via a demographic information questionnaire, the PC Quiz for Nurses (PCQN), and the Iranian questionnaire on Health Care Providers’ Attitudes Toward Palliative Care. Statistical analyses were performed using SPSS version 25 and included independent t-tests, Pearson's correlation coefficient, and multiple linear regression to examine relationships among the variables.
Results: Mean knowledge and attitude scores were 7.10 ± 2.45 (range: 0–20) and 138.69 ± 9.63 (range: 37–185), respectively. Multiple linear regression analysis indicated that academic degree (β = 0.335, p < 0.001), knowledge (β = 0.229, p = 0.001), perceived need for palliative care education (β = 0.154, p = 0.019), and experience with terminally ill patients (β = 0.153, p = 0.044) were significant predictors of nursing students’ attitudes. Knowledge was significantly predicted by care experience (β = 0.202, p = 0.003) and prior course attendance (β = 0.192, p = 0.005). The models accounted for 17% of the variance in attitudes (R² = 0.170, F = 11.318, p < 0.001) and 7.4% of the variance in knowledge (R² = 0.074, F = 9.050, p < 0.001).
Conclusion: The findings showed that nursing students had low levels of palliative care knowledge but generally positive attitudes toward end‑of‑life care. These findings highlight the need to strengthen palliative care education by systematically integrating core competencies, developing evidence‑based instructional materials, and providing targeted faculty development. Such curriculum enhancements can improve students’ knowledge, attitudes, and preparedness to provide high‑quality end‑of‑life care.
Methods: This cross-sectional study included 202 undergraduate (third- or fourth-year) and postgraduate nursing students at Ahvaz Jundishapur University of Medical Sciences, Iran, from October 2024 to January 2025. Participants were recruited using a census sampling method. Data were collected via a demographic information questionnaire, the PC Quiz for Nurses (PCQN), and the Iranian questionnaire on Health Care Providers’ Attitudes Toward Palliative Care. Statistical analyses were performed using SPSS version 25 and included independent t-tests, Pearson's correlation coefficient, and multiple linear regression to examine relationships among the variables.
Results: Mean knowledge and attitude scores were 7.10 ± 2.45 (range: 0–20) and 138.69 ± 9.63 (range: 37–185), respectively. Multiple linear regression analysis indicated that academic degree (β = 0.335, p < 0.001), knowledge (β = 0.229, p = 0.001), perceived need for palliative care education (β = 0.154, p = 0.019), and experience with terminally ill patients (β = 0.153, p = 0.044) were significant predictors of nursing students’ attitudes. Knowledge was significantly predicted by care experience (β = 0.202, p = 0.003) and prior course attendance (β = 0.192, p = 0.005). The models accounted for 17% of the variance in attitudes (R² = 0.170, F = 11.318, p < 0.001) and 7.4% of the variance in knowledge (R² = 0.074, F = 9.050, p < 0.001).
Conclusion: The findings showed that nursing students had low levels of palliative care knowledge but generally positive attitudes toward end‑of‑life care. These findings highlight the need to strengthen palliative care education by systematically integrating core competencies, developing evidence‑based instructional materials, and providing targeted faculty development. Such curriculum enhancements can improve students’ knowledge, attitudes, and preparedness to provide high‑quality end‑of‑life care.
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2026/01/20 | Accepted: 2026/06/21
Received: 2026/01/20 | Accepted: 2026/06/21
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