Factors associated with palliative care attitudes among undergraduate nursing students through personal experiences: A cross-sectional study
TL;DR
Undergraduate nursing students generally exhibit a positive attitude toward palliative care; however, personal experiences have a multifaceted impact on their attitudes, and educators should focus on cultivating students’ professional identity and enhancing positive experiences such as clinical internships.
Abstract
Objective This study aims to analyze the factors associated with the personal experiences of undergraduate nursing students regarding their attitudes toward palliative care, thereby providing evidence for targeted humanities education in nursing. Methods A cross-sectional survey was conducted among 467 undergraduate nursing students between December 2024 and March 2025 using convenience sampling. Data were collected using a general information questionnaire and the Chinese version of the Frommelt Attitudes Toward Care of the Dying Scale (FATCOD-B-C). Statistical analyses included independent sample t-tests, one-way ANOVA, and multiple linear regression. Results The mean total score of the FATCOD-B-C among undergraduate nursing students was 96.75 ± 8.80, indicating a moderately high level of attitudes toward palliative care. Multiple regression analysis revealed that female gender and a family member with a terminal illness were positively associated with palliative care. Conversely, being in a higher academic year, holding a neutral attitude toward the nursing profession, lacking hospital internship experience, previous bereavement experience, caring for a dying patient, and having no previous lectures and training in palliative care as factors negatively associated with palliative care. Conclusion Undergraduate nursing students generally exhibit a positive attitude toward palliative care; however, personal experiences have a multifaceted impact on their attitudes. Educators should focus on cultivating students’ professional identity and enhancing positive experiences such as clinical internships. Additionally, attention should be given to the emotional needs of students in higher academic years and those who have experienced bereavement, with an emphasis on strengthening death education and experiential learning to develop more positive attitudes toward palliative care.