INTEGRATION AND DEVELOPMENT OPPORTUNITIES OF HOSPICE AND PALLIATIVE CARE COMPETENCIES IN HUNGARIAN NURSING EDUCATION
Author(s)
Miklós Lukács, MSc1, Ilona Karácsony, PhD2, Imre Boncz, MSc, PhD, MD3, József Betlehem, PhD4, Annamaria Pakai, MSc, RN, PhD4.
1Institute of Nursing Sciences, Basic Health Sciences and Health Visiting, University of Pécs Faculty of Health Sciences, Pécs, Hungary, 2Institute of Basic Health Sciences, Midwifery and Health Visiting, University of Pécs Faculty of Health Sciences, Szombathely, Hungary, 3Institute of Health Insurance, University of Pécs Faculty of Health Sciences, Pécs, Hungary, 4Institute of Emergency Care, Pedagogy of Health and Nursing Sciences, University of Pécs Faculty of Health Sciences, Pécs, Hungary.
1Institute of Nursing Sciences, Basic Health Sciences and Health Visiting, University of Pécs Faculty of Health Sciences, Pécs, Hungary, 2Institute of Basic Health Sciences, Midwifery and Health Visiting, University of Pécs Faculty of Health Sciences, Szombathely, Hungary, 3Institute of Health Insurance, University of Pécs Faculty of Health Sciences, Pécs, Hungary, 4Institute of Emergency Care, Pedagogy of Health and Nursing Sciences, University of Pécs Faculty of Health Sciences, Pécs, Hungary.
OBJECTIVES: Our aim was to review the integration of hospice and palliative care competencies across different levels of Hungarian nursing education and to examine the relationship between hospice-palliative education, nurses’ knowledge, attitudes, and self-perceived competencies.
METHODS: A descriptive analysis was conducted based on the curricula of Hungarian vocational, Bachelor of Science (BSc), Advanced Practice Nursing (APN) nursing education programs, and postgraduate hospice-palliative care training courses. The findings were supplemented with data from a national cross-sectional survey that assessed Hungarian nurses’ hospice-palliative care knowledge, attitudes, and competencies using validated instruments (Frommelt Attitude Toward Care of the Dying Scale [FATCOD], Palliative Care Self-Perceived Practices Scale [PCPS]).
RESULTS: Hospice/palliative care content is incorporated into all levels of nursing education in Hungary; however, differences exist in the depth and extent of training. Vocational programs include approximately 82-85 theoretical and 35 practical hours dedicated to hospice-palliative care, whereas BSc and APN curricula generally provide 10-14 hours of related education. In the national survey, 52.5% of nurses rated their theoretical knowledge and 57.6% their practical preparedness in end-of-life care as insufficient. Furthermore, 97.5% of respondents indicated a need for development of hospice-palliative education, while 56.9% expressed a preference for more practice-oriented training. Nurses who had participated in hospice-palliative education demonstrated higher self-rated theoretical knowledge (χ²=47.06; p<0.001), more positive attitudes toward caring for dying patients (FATCOD; p<0.05), and higher levels of hospice competence (PCPS; p<0.001). A significant association was also found between clinical setting and educational needs (p=0.008).
CONCLUSIONS: Hospice/palliative care competencies are represented throughout the Hungarian nursing education system; however, the current level of educational content and practical preparation may not be sufficient to meet the growing demands for palliative care. Hospice/palliative education positively influences nurses’ knowledge, attitudes, and self-perceived competencies. Further development of curricula and enhanced practice-oriented training may contribute to improving the quality of end-of-life care.
METHODS: A descriptive analysis was conducted based on the curricula of Hungarian vocational, Bachelor of Science (BSc), Advanced Practice Nursing (APN) nursing education programs, and postgraduate hospice-palliative care training courses. The findings were supplemented with data from a national cross-sectional survey that assessed Hungarian nurses’ hospice-palliative care knowledge, attitudes, and competencies using validated instruments (Frommelt Attitude Toward Care of the Dying Scale [FATCOD], Palliative Care Self-Perceived Practices Scale [PCPS]).
RESULTS: Hospice/palliative care content is incorporated into all levels of nursing education in Hungary; however, differences exist in the depth and extent of training. Vocational programs include approximately 82-85 theoretical and 35 practical hours dedicated to hospice-palliative care, whereas BSc and APN curricula generally provide 10-14 hours of related education. In the national survey, 52.5% of nurses rated their theoretical knowledge and 57.6% their practical preparedness in end-of-life care as insufficient. Furthermore, 97.5% of respondents indicated a need for development of hospice-palliative education, while 56.9% expressed a preference for more practice-oriented training. Nurses who had participated in hospice-palliative education demonstrated higher self-rated theoretical knowledge (χ²=47.06; p<0.001), more positive attitudes toward caring for dying patients (FATCOD; p<0.05), and higher levels of hospice competence (PCPS; p<0.001). A significant association was also found between clinical setting and educational needs (p=0.008).
CONCLUSIONS: Hospice/palliative care competencies are represented throughout the Hungarian nursing education system; however, the current level of educational content and practical preparation may not be sufficient to meet the growing demands for palliative care. Hospice/palliative education positively influences nurses’ knowledge, attitudes, and self-perceived competencies. Further development of curricula and enhanced practice-oriented training may contribute to improving the quality of end-of-life care.
Conference/Value in Health Info
2026-11, ISPOR Europe 2026, Vienna, Austria
Value in Health, Volume 29, Issue 12S
Code
HSD31
Topic
Health Service Delivery & Process of Care
Disease
Geriatrics, No Additional Disease & Conditions/Specialized Treatment Areas