Main category | Category | Subcategory |
---|---|---|
Factors that facilitate palliative care learning (f = 66) | Previous clinical experience about palliative care (f = 31) | Palliative care clinical practice (f = 15) Work experience from clinical settings (f = 14) Mentoring in clinical practice (f = 2) |
Obtained formal education (f = 25) | Elective studies regarding palliative care (f = 10) Education obtained while studying for a former health care degree (f = 10) The expertise of the teacher (f = 5) | |
Intrinsic motivation to learn about palliative care (f = 10) | Personal interest in palliative care (f = 5) Thesis completed on the subject of palliative care (f = 4) Personal experience of palliative care (f = 1) | |
Barriers to palliative care learning (f = 335) | Insufficient amount of education (f = 119) | Too little education of palliative care (f = 92) Too superficial education (f = 14) No education of palliative care (f = 7) Too concise course of palliative care (f = 6) |
Insecurity about own performance in palliative care (f = 56) | Too little competence to provide palliative care (f = 21) Hard to encounter the dying patients and the closest ones (f = 8) Everyone don’t have enough interaction skills to face the dying person (f = 7) Unpreparedness how to perform in difficult situations (f = 6) Palliative care can be frightening (f = 5) The topic is difficult (f = 5) Difficult to face death (f = 4) | |
Discrepancy between teaching methods (f = 43) | Too much online learning (f = 18) Too much self-learning (f = 17) Too much group work (f = 6) Classes are too long for such a serious topic (f = 2) | |
Insufficient structure of education (f = 37) | Fragmented entities do not form an overall picture (f = 16) Death is hidden from the nursing curriculum (f = 10) The teaching was carried out too fast (f = 8) No education obtained because of school change (f = 3) | |
Shortcomings of competences and clinical learning (f = 35) | Deficiency in provision of palliative care in the working field (f = 11) Lack of palliative care competences among nursing staff (f = 10) Have not faced or cared for palliative care patients (f = 7) The work environment is responsible for too much of the learning (f = 4) It is difficult to face patients due to lack of prior knowledge (f = 3) | |
Impractical content of the education (f = 27) | Education does not develop the competences needed in work life (f = 7) Outdated educational contents (f = 6) The educational content concentrates too much on the dying phase (f = 5) Deficiencies in the contents (f = 5) Insufficient teaching on the care of different diseases and symptoms (f = 4) | |
Teacher’s insufficient competences on the subject (f = 18) | Teachers lack sufficient competences (f = 10) Teaching is deficient (f = 8) |