Integrating ELNEC Undergraduate Into a Singular Nursing Course

Purpose: Gaining an understanding of best practices and skills required to provide primary palliative care (PPC) is recognized as an essential component of excellent patient care. Unfortunately, many undergraduate nursing schools have not incorporated standardized PPC content into curriculum. The End of Life Nursing Education Consortium Undergraduate (ELNEC-UG) curriculum is recognized as the gold standard program to assist nursing students to develop PPC nursing skills recommended by the American Association of Colleges of Nursing. Faculty champions in palliative care education endeavored to incorporate the program into the curricula. This presentation will discuss innovative approaches utilized by faculty at three universities to integrate the ELNEC-UG online modules into the nursing curricula in one specified course.

Methods: Approaching integration of the ELNEC-UG curriculum at each university began in a somewhat similar manner. The first step was to have the ELNEC-UG program approved by undergraduate curriculum committee, which included discussion of the best format for inclusion. A faculty champion at each institution needed to make the case to add content to curricula perceived to be overcrowded.
In one school, an option was developed for students to take a non-credit course in their graduating semester. At a second university, the ELNEC-UG program was incorporated into the graduating seniors’ final clinical course. Students completed the online ELNEC-UG program and turned in their certificates as evidence of completion. A third university reached agreement to offer an online elective course. In the online format, students completed each of the six modules over the course of the semester. Uploaded completion certificates serves as quiz grades for each of the six modules. Associated case studies, discussion board posts, journal reflections and other assignments were integrated throughout the online course to facilitate application of module content to real-world situations.

Results: At the first school, 42 students out of a cohort of 63 completed the ELNEC-UG and received ELNEC certificates. At the second school, 120/127 students completed pre-evaluations and 92/127 completed post-evaluations on their attitudes towards and knowledge of palliative care. At the third school, a total of 32 students across the upper division program enrolled in the first installment of the course. Feedback from students and faculty is positive. Students have reported that the content has important applicability to today’s nursing practice. Students highly rated the value and usability of the ELNEC-UG program and clinical faculty observed that students began to spontaneously discuss and advocate for the palliative care needs of patients in their care. As a result of the courses at each school, students report feeling more confident and better equipped to care for patients with serious illness and their families. Some students shared experiences in which they were able to apply the content in their clinical coursework to have a positive influence on a patient’s care.

Conclusion: The ELNEC-UG modules can be effectively integrated into nursing curricula using a variety of approaches, including integration of all six modules within a single course. A faculty champion is essential to shepherd the ELNEC-UG program through the committee process and work with faculty to determine the best placement for the program. The ELNEC-UG program contributes to standardizing and transforming palliative care education and provides students exposure to PPC concepts that can enhance their preparation for professional nursing practice.