Table 3. Data extraction table.

Author(s) Year Title Country	Aim/Focus	Educational model	Methodology	Findings	Recommendations
[25] Alt-Gehrman, (2017) Education provided for nursing students about end-of-life care. United States of America.	To determine what is provided to undergraduate nursing students regarding EOL.	Conceptual framework not evident. Year of students’ program: Undergraduate nurses. Facilitation not evident. Delivery by lecture, simulation and experiential methods.	Literature review. 2000 to 2017 14 papers Themes generated.	Multiple methods of education delivery have shown to increase nursing students’ knowledge about EOL care, and a positive attitude can affect the care delivered at EOL.	Recommendation for education and practice not evident.
[14] Bassah et al., (2014). A Modified systematic review of research evidence about education for pre-registration nurses in palliative care. United Kingdom.	To examine educational approaches applied to pre-registration palliative care nursing education and their effectiveness.	Conceptual framework, year of students’ program and facilitation not evident. Both didactic and experiential educational strategies either as a discrete course or embedded in other specialty nursing courses.	Modified Systematic review. January 2000 to December 2013. 17 papers. Method of analysis not evident.	Lack of competence and confidence in providing palliative care.	There is need for pre-registration student nurses to be educated in palliative care, prior to entering the professional practice. Suggestions are made for the development of preregistration PC education in resource poor countries.
[26] Birkholz et al., (2004) Students’ self-identified learning needs: a case study of baccalaureate students designing their own death and dying course curriculum. United States of America.	The paper describes a class of honours nursing students who identified their own learning needs and developed a course on death and dying.	Conceptual framework not evident. Year of students’ program: Three-year course baccalaureate students. Facilitation by guests’ lecturers, religious leader, ethicist, social worker, counsellor, psychotherapist, morticians, nurses, physicians, lawyer, caregivers, and classmate from a different culture. Delivered through classroom didactic and experiential approaches.	Ethic approval not evident. Qualitative study Non-probability sampling. 17 female junior and senior baccalaureate students. Data collected through class summary.	Students gained more knowledge in helping patients, families, and themselves in end-of-life care related issues.	Nursing students recognised the need for adequate EOL education that is both didactic and experiential.
[27] Carmack and Kemery, (2018). Teaching methodologies for end-of-life in undergraduate nursing students. United States of America.	To explore current strategies, compare findings to that of previously published results, and determine whether progress has been made in the interim.	Conceptual framework, year of students’ program and facilitation not evident. Delivery strategy face-to-face instruction, clinical or practicum experience, online teaching, simulation and interprofessional education.	Literature review. January 2011 to May 2016. 22 papers.	Preparedness and implication on practice not evident.	More attention should be paid to clinical and online education outcomes. Future research into the efficacy of EOL teaching strategies should include an intervention, rather than rely on survey. Future studies should focus on a single intervention or include enough for comparison or intervention groups. Use of standardized tools in future research.
[28] D’Antonio, (2017) End-of-life nursing education. Past and present. United States of America.	Focus on the history, development, and teaching methods of EOL care and offers recommendations for future education.	Conceptual framework and year of students’ program not evident. Facilitation is by nurse educators and expert guests’ lecturers. Delivery methods include lecture, seminar/ small group format, role-play, videos case studies, and visits to local hospices and/or terminal patient visits and online format.	Papers discusses the historical development of EOL teaching model.	Preparedness not evident. However, implication on practice: Debriefing and analysis of the dynamics occurring during the scenario are an important component for students when simulation is used.	Education in EOL care should include nurse externships, tailor-made orientations, and thoughtful selection of expert mentors and preceptors.
[29] Davis et al., (2021). Integrating the ELNEC undergraduate curriculum into nursing education: lesson learned. United States of America.	To describe the benefits to schools of nursing of adopting the ELNEC UG curriculum, discuss the barriers faculty have faced regarding adoption, and offer schools strategies to help them overcome such barriers.	Conceptual framework, year of students’ program and facilitation not evident. Paper summarized some educators experience of using online platform interactive technology and designed to support faculty with and without palliative care expertise.	Ethical approval not evident. Descriptive design. Documentary review. Findings from respective schools was by formative evaluation processes.	Integration of undergraduate ELNEC throughout nursing education had enhanced undergraduate student nurses’ comfort in providing end-of-life care as new nurses. Early integration impacted student perceived preparedness and attitudes positively.	Comprehensive palliative care education must include not only didactic components, but practice-based experiences as well. Best practice to integrate PC course is to engage key faculty stakeholders, offer palliative curriculum as an independent course, utilise clinical preceptors and clinical experiences to include debriefing of the content in the clinical conference time.
[30] Davis et al., (2020) Development of a new undergraduate palliative care knowledge measure. United States of America.	To describe development and psychometric evaluation of a new palliative care measure.	The Shared Theory of Palliative Care guided the theoretical foundation. Year of students’ program: junior and senior pre-licensure baccalaureate students. Facilitation by palliative care educators. Delivery not evident.	Ethical approval not evident. Exploratory descriptive design. The Undergraduate Nursing Palliative Care Knowledge Survey (UNPCKS) used to assess primary palliative care knowledge of students. Data analysed by exploratory factor analysis. Intervention: shared Theory.	Preparedness and implication on practice not evident.	To address desirability and acceptability of adopting UNPCKS, future research should examine the burden of time imposed on both faculties to administer as well as for students who already experience much testing.
[31] Downing, (2006) Palliative care education in Uganda. Uganda.	Aim not evident. Focus is on palliative care practice and institutions providing palliative care education for healthcare teams in Uganda.	Conceptual framework N/A. Year of students’ program, facilitation and delivery not evident.	Discussion paper.	Preparedness and impact on practice not evident but discussion stated lack of knowledge about palliative care amongst nurses.	Education and care go hand-in-hand with training in palliative care is one way to break down some of the barriers of lack of knowledge.
[32] Eltaybani, (2021) Palliative and end-of-life care education in prelicensure nursing curricula: a national survey in an Arab country. Egypt.	To identify what PEOL care education is delivered to undergraduate nurses in Egypt and the teaching strategies used to deliver this education. To assess the feasibility of using online surveys in nursing research in Egypt.	Conceptual framework and year of students’ program not evident. Facilitation by nurse educators. Delivered by lecture pedagogy teaching strategy, clinical field practice, and group discussion respectively.	Ethical approval by administrative authorities and Research Ethics Committee of the Graduate School of Medicine, University of Tokyo, Japan. Cross-sectional survey. Random sampling. 88 nurse educators in the faculties of nursing. Data collected using online survey.	Preparedness not evident. Students can be exposed to meaningful learning opportunities in medical-surgical and intensive care units in local hospitals and health centres that provide care to patients with serious, life-threatening illnesses.	Evidence-based program is recommended to guide the development of PEOL care discrete and sufficient course contents for nursing students. Utilization of simulation using high-fidelity mannequins is also perceived as an effective teaching strategy. Training nursing educators) on maximizing the use of high-fidelity simulation to teach PEOL care may help to overcome the scarcity of specialized PC institutions across the country.
[33] Ferrell, (2018) An Innovative end-of-life nursing education consortium curriculum that prepares nursing students to provide primary palliative care. United States of America.	The paper describes the development and implementation of an innovative online nursing curriculum that prepares students with essential primary palliative nursing knowledge and skills.	Conceptual framework not evident. Year of students’ program: Pre-licensure students. Facilitation by palliative care nurse leaders. Delivered through case studies with critical-thinking reflection, brief videos demonstrating key palliative nursing skills, and 2 to 3 nursing licensure examination style questions woven throughout. Students are required to complete a 10-question quiz with nursing licensure type items.	Discussion paper.	Students have primary palliative care contents in their curricula and felt more prepared to care for patients and families, especially at the EOL.	Faculties are encouraged to see it as a privilege to educate future nurses in palliative care so they can provide high quality primary palliative care.
[34] Ferrell et al., (2016) CARES: AACN’s new competencies and recommendations for educating undergraduate nursing students to improve palliative care. United States of America.	An historical manuscript and CARES document that focuses on content areas that should be included in palliative nursing education.	Conceptual framework, year of students’ program and facilitation and delivery not evident.	Historical documentary review.	Student preparedness and implication on practice not evident.	PC nurse education content should be integrated into a fundamentals / introduction to nursing course in which topics such as pain, comfort, communication, and care of the imminently dying patient are covered.
[35] Glover et al., (2017) An experiential learning approach to primary palliative care nursing education: the comfort shawl project United States of America.	The paper focus explains students’ participation in numerous experiential learning activities during the Comfort Shawl.	Conceptual framework and year of students’ program not evident. Facilitation: teacher led. Delivery: experiential activities, including touring the local hospice care centre and retirement community.	Discussion paper.	Preparedness and impact on practice not evident.	Clinical experiences in palliative care are vital to supplement didactic learning.
[36] Goode et al., (2019) Person-centred end-of-life curriculum design in adult pre-registration undergraduate nurse education: a three-year longitudinal evaluation study. United Kingdom.	To explore student evaluation of end-of-life care learning within a three-year undergraduate adult nursing degree programme.	Conceptual framework Scaffolded approach. Year of students’ program: Third-year nurses. Facilitation not evident. Delivery is by pedagogical approaches to encourage problem-based learning, facilitating role play and exploration of audio-visual resources.	University ethics committee approval. A longitudinal quantitative approach containing open and closed questions. 336 Third-year students. Intervention: scaffolded approach.	Students identified growth in their practice, confidence and preparedness to deliver person-centred care in end-of-life-care. However, they requested for more use of scenarios, communication and practical application in year one.	Ensure structured and scaffolded learning across programmes of study. Learning experience impacts on both professional practice and personal life requires appropriate consideration during the planning of teaching students. Involvement of voluntary and independent sectors, primary and secondary social care provider in planning and delivery of EOL education.
[37] Heath et al., (2021) Preparing nurses for palliative and end of life care: a survey of New Zealand nursing schools. New Zealand.	To explore teaching content, organisation, delivery, assessment and clinical learning opportunities in palliative and end-of-life care in undergraduate nurse education in New Zealand.	Conceptual framework not evident. Year of students’ program not evident. Facilitation by academic nurses with contributions from other professionals. Delivery by lectures, tutorials Clinical placements (generally of 1 week or more), case-based teaching, simulation and patient presentation / interview.	Ethical approval not evident. Quantitative descriptive cross-sectional study. 13 academic leads out of 18 educational institutes participated. Quantitative–online cross-sectional survey.	Palliative care is included in undergraduate teaching.	Need to address the time demands within curriculum to meet all criteria. Lack of clinical placements and inconsistencies needs to be addressed. Specific palliative care assessment should be incorporated into programmes.
[38] Henoch et al., (2017) Undergraduate nursing students’ attitudes and preparedness towards caring for dying persons: a longitudinal study. United Kingdom.	To describe the development of nursing students’ attitudes toward caring for dying patients and their perceived preparedness to perform end-of-life care.	Conceptual framework not evident. Year of students’ program: Third-year nursing students. Facilitation not evident. Delivery by simulation.	Ethics approved by the Regional Ethics Committee, and the head of nursing program of each institution. A longitudinal study of 117 nursing students participated and completed the Frommelt Attitude Toward Care of the Dying Scale (FATCOD).	Simulation was said to adequately prepared student nurses for EOL care. Structured palliative care course influenced students’ ability to be clinically competent.	There is a need for the palliative care component to be at least five weeks in length for it to have an impact. Communication reflection, and interactive exercises are recommended to help student nurses more prepared for the care of the dying patients.
[39] Hjelmfor et al., (2016). Simulation to teach nursing students about end-of-life. United States of America.	To increase the knowledge about end-of-life care simulation in nursing education by describing and evaluating the delivery of simulation when teaching third-year nursing students about end-of-life care.	Conceptual framework not evident Year of students’ program: 3rd year nursing students. Facilitation is by nurse tutors. Delivery by simulation.	Ethics not evident. Students gave verbal consent. Ethnography observation of 60 students in eight group sessions. Data collection by audio and video recorded.	Majority of the students expressed the usefulness, realistic and a good learning opportunity to handle challenging communication from patients and family members.	There is need for the faculty to bring in tutors who are nurses with a vaster experience and competence in palliative care to take part in the simulation sessions and the debriefings, to bring a greater knowledge of palliative care into nurse education.
[40] Jacono et al., (2011). Developing Palliative Care competencies for the education of entry level baccalaureate prepared Canadian nurses. Canada.	To contribute to knowledge about generating national consensus-based competencies, and to disseminate the competencies.	Conceptual framework, year of students’ program, facilitation and delivery not evident.	Ethics N/A Multiple consultation of symposium and consensus building process. Sample: directors from 8 faculties of Canadian Schools of nursing, palliative care, physicians and social worker representatives. Consultation survey via telephone and email.	Preparedness and impact on practice not evident. Barrier identified include an already crowded program. Lack of PEOLC expertise among faculties. Difficulty providing appropriate clinical placements.	Recommendation for education and practice not evident.
[41] Jianga et al., (2019) Attitude and knowledge of undergraduate nursing students about palliative care: An analysis of influencing factors. China.	To investigate undergraduate nursing students’ knowledge about and attitudes toward palliative care and analyse their influencing factors.	Conceptual framework, year of students’ program, facilitation and delivery not evident.	Ethics committees of the Universities approval. A descriptive research method that used cross-sectional survey. A stratified random sampling method used to select 1200 undergraduate nursing students from four medical universities.	Knowledge about palliative care among Chinese nursing students was insufficient.	The study suggested that additional PC training and medical universities should set up an individual palliative and EOL care curriculum for nursing students as early as possible. It was recommended that religious beliefs should be honoured and integrated.
[42] Johnson et al., (2009) Nursing the dying: a descriptive survey of Australian undergraduate nursing curricula. Australia.	To gain some insights into the relative adequacy of Australian undergraduate nursing programmes to prepare nurses to deliver care to the dying patient.	Conceptual framework N/A Year of students’ program not evident. Facilitation by registered nurses from the palliative care clinical setting and delivery is by didactic lecture format, experiential strategies and formal lecture.	The University Ethics Committee approval. A descriptive survey study. 36 Deans of nursing and midwifery schools. Survey through email.	Preparedness and impact on practice not evident.	Behavioural aspects of caring for the dying, and urgent attention of relevant theoretical content in sufficient depth combined with teaching strategies that promote critical reflection in undergraduate nursing programmes is essential to be embedded in the curricula.
[43] Karkada et al., (2011) Awareness of palliative care among diploma nursing students. India.	To identify the level of knowledge and attitude of nursing students towards palliative care who are future caretakers of patients, which helps to make recommendations in incorporating palliative care concepts in the nursing curriculum	Conceptual framework not evident. Year of students’ program: Third year diploma nursing students. Facilitation and delivery not evident.	Administrative permission obtained from the principals of selected schools. A correlative survey. Cluster sampling method. Verbal consent obtained from the study participants. 83 third-year diploma nursing students. A cross-sectional correlative structured and validated questionnaire survey and cluster technique.	Majority (79.5%) of third year nursing students surveyed had poor knowledge on palliative care but they had a favourable attitude towards palliative care. Preparedness and impact on practice not evident.	PC aspects such as patient-centred communication, ethical issues, decision making at the EOL, whole person care and interdisciplinary work are important and can have a lasting impact on future health practice. To be a competent student nurses need to be prepared to take care of the terminally ill patient at the grassroot level through home visit.
[44] Kirkpatrick et al., (2017) Palliative Care Simulation in undergraduate nursing education: an integrative review. United States of America.	To explore the effects of simulation-based learning experience on nursing students’ preparation to delivery palliative care.	Conceptual framework, year of students’ program and facilitation not evident. Delivery via simulation (high-fidelity simulators/role play/actors). Roles assigned (active, observer etc). Observer checklist used for debriefing sessions.	Integrative review. 2011 to 2016. 19 papers. Emerging themes.	The use of live actors and role play were effective in increasing student knowledge and self-efficacy. Students can find it difficult responding to a manikin and are more engaged when a person enacts the patient role. Presence of family members and multicultural and spiritual traits enhanced the realism of the simulation. Simulations increased confidence, communication skills, reassurance, understanding of the complexity and priorities of palliative care principles.	Learning more realistic when use standardized patients. Debriefing affords the opportunity for reflection, feedback and learning. Theoretical frameworks to underpin palliative care nursing education required.
[45] Knopp de Carvalho et al., (2017) Educational process in palliative care and the thought reform. Brazil.	To know the contributions of the educational process in Palliative Care during the undergraduate level for the professional action of nurses in the care of patients at the end-of-life.	Morin’s Theory of Complexity. Hologrammatic principle of complex thinking. Year of students’ program and facilitation not evident. Delivery by reflection on issues.	Ethics approval by Research Ethics Committee. A qualitative approach. Purposive sampling. Data collected from 13 participants (7 newly trained nurses and 6 nurse tutors) through a semi-structured interview.	Educational process in a PC education has contributed to preparing students for the care of terminally ill patients.	It is critical that education is oriented toward building awareness that all PC components are important and need to be involved in care. It is important to use relevant therapies to relieve their signs and symptoms.
[46] Li et al., (2019) Undergraduate nursing students’ perception of end-of-life care education placement in the nursing curriculum. China.	Aim not evident. Focus is on strategy to evaluate students’ opinions on the placement of end-of-life care education within the curriculum and their experience of having received ELNEC training previously throughout their program.	Conceptual framework not evident. Year of students’ program: Bachelor of Nursing Science students. Facilitation not evident. Delivery by film observation simulation experiences, companion programs, specific assigned readings, role playing, and journaling/writing for reflection.	Ethics approval of the institutional review board. Mixed method teaching evaluation study. A 12-question survey used mixed methods to evaluate 37 students’ opinions.	Preparedness and implication on practice not evident. However, study revealed that students’ attitude toward death and dying can be improved through education.	EOL education at the BSN level should be informed by students’ previous knowledge, preparation, and clinical practice exposure. EOL care contents required focused curriculum planning. A constructivist educational model and reflective teaching methods were recommended for earlier-stage students. Incorporating simulation into the nursing curriculum is better than classroom instruction only.
[47] Lippe et al., (2017) Students preparation to care for dying patients. United States of America.	To examine the differences in student outcomes regarding EOL care within and between subgroups of nursing students in a single program.	Content, Input, Process, and Product (CIPP) Model. Year of students’ program, facilitation and delivery not evident.	Study approved by the university’s institutional review board. An exploratory, descriptive, observational study design involving cross-sectional surveys. Sample: five sub-groups of nursing students in a BSN program. Intervention: Content, Input, Process and Product (CIPP).	Students experience positive changes in knowledge and attitudes regarding EOL care as they progress through the curriculum.	It was recommended that education is important to prepared nursing students to provide safe, competent, evidence-based, compassionate care that facilitates individuals experiencing a peaceful death.
[48] Lippe and Carter (2015) End-of-life care teaching strategies in prelicensure nursing education. United States of America.	Focus on characteristics of end-of-life teaching strategies and their impact on student educational outcomes	Conceptual framework N/A. Year of students’ program: Prelicensure nursing students. Facilitation and delivery not evident.	Integrative review. Timeline not evident. 14 papers. Method of analysis not evident.	Nursing students benefit from receiving end-of-life care education in their prelicensure curriculum.	Better quality nursing research on effective teaching strategies in end-of-life care nursing education is needed to ensure that all students receive sufficient education to provide safe and effective care to dying patients.
[49] Mason et al., (2020). A multimodality approach to learning: educating students in palliative care. United States of America.	To examine the effect of educating nursing students utilizing an interactive, multimodality palliative care class that focuses on palliative and end-of-life care.	Kolb’s Experiential Learning Theory Year of students’ program and facilitation not evident. Delivery by lectures, games, simulation, small group discussions, computerized learning modules, readings, and reflection (this includes assignments on students’ observation experience and an analysis of a palliative care case study).	Ethical approval from internal review board. Pre and post-test experimental design. Sample includes undergraduate and graduate level nursing students newly enrolled. An electronic survey via Qualtrics was used. Palliative Care Quiz for Nursing (PCQN) used quasi-experimental design to evaluate knowledge before and after the palliative care class. Intervention: Kolb experiential learning theory.	Preparedness and impact on practice not evident. However, Pre-test results demonstrated a lack of knowledge, attitude, and comfort level palliative and EOL care among the students. While post-test demonstrated improved knowledge of palliative care and symptom management strategies.	Emphasis on symptom management plus additional practicum hours through a combination of clinical and simulated experiences would help improve student comfort and competency in palliative care.
[50] Mazanec et al., (2019) educating associate degree nursing students in primary palliative care using online elearning. United States of America.	Focuses on the development and implementation of an innovative online nursing curriculum that prepares nursing students with the essential primary palliative nursing skills needed by graduation.	Conceptual framework, year of students’ program, facilitation and delivery not evident.	Discussion paper.	Preparedness and implication on practice not evident.	Need for overall curriculum revision to accommodate the six one-hour online modules. Students should be given the opportunity to debrief about the sensitive content by integrating rich discussions into clinical conferences.
[51] O’Connor, B. (2016) CARES: Competencies and recommendations for educating undergraduate nursing students preparing nurses to care for the seriously ill and their families. United States of America.	Aim not evident. A documentary paper that emphasises the essential statement grounded in the mandates for educating nurses in quality, safe, and interprofessional team-based care.	Conceptual framework, year of students’ program, and facilitation and delivery not evident.	Ethics N/A Documentary review. A roundtable of expert nurses and other health care professionals to stimulate scholarly dialog and recommendations on the care of patients at the end-of-life.	Preparedness and impact on practice not evident.	Embedding agreed competencies in the undergraduate curriculum, will empower future nurses to be leaders in advocating for access to quality palliative care and to compassionately promote and provide this essential care.
[52] Pereira et al., (2021). Nursing education on palliative care across Europe: results and recommendations from the EAPC taskforce on preparation for practice in palliative care nursing across the EU based on an online-survey and country reports. Portugal.	To describe current undergraduate and postgraduate nursing education across Europe. To identify the roles that nurses with different palliative care educational levels have in palliative care. To assess the uptake of the EAPC 2004 Guide in the development of palliative care nursing in Europe.	Conceptual framework, year of students’ program, facilitation and delivery not evident.	Ethical approval from EAPC board of directors. Descriptive research involving an online survey. 135 expert nurses from 25 countries.	Preparedness and impact on practice not evident. Study is on the EAPC 2004 document on palliative care nursing education used in many countries to foster and influence the development of palliative care nursing education.	It was recommended to focus mainly on fostering the use of the EAPC 2004 guide on palliative care education and implementing policy measures to ensure recognition and certification the specialty in all European countries. Further research and policy initiatives are needed to better relate required nursing competencies with teaching contents and hours in undergraduate and postgraduate programmes.
[53] Ramjan et al., (2010) Integrating palliative care content into a new undergraduate nursing curriculum: the University of Notre Dame, Australia—Sydney experience. Australia.	To describe how palliative care content has been embedded throughout the three-year University of Notre Dame Australia, Sydney (UNDA) undergraduate nursing degree.	Conceptual framework N/A. Year of students’ program: Three- year undergraduate nursing curriculum. Facilitation by palliative care teaching expertise. Delivered by virtual lectures, tutorial, and face-to-face clinical scenario, clinical practice units, and clinical placements, theoretical and experiential learning.	Discussion paper.	Preparedness not evident. There was limited research about the timing and teaching of palliative care content in undergraduate courses.	Palliative care undergraduate nursing learning needs are best addressed through a multifaceted approach, conducted over several weeks, with a mix of didactical methods and exploration of multiple themes which are integrated with practical experiences and then reflection.
[54] Robinson, (2004) End-of-life education in undergraduate nursing curricula. United States of America.	To discuss the importance of including EOL content in nursing curricula.	Conceptual framework, years of students’ program, facilitation and delivery not evident.	Quantitative study. Ethics and sample N/A. Data collection: A survey conducted.	Many nursing curricula are already crowded and faculty feel ill prepared to teach EOL education.	EOL competencies be incorporated into existing nursing courses
[55] Thrane, (2020) Online palliative and end-of-life care education for undergraduate nurses United States of America.	To describes the development and delivery of an undergraduate level online nursing elective course in palliative and end-of-life care offered through a large public university.	Conceptual framework not evident. Year of students’ program: baccalaureate students. Facilitation by instructors. Delivered by an innovative learning strategy through an asynchronous online format that uses discussion, reflective essay, assignments, difficult conversation, serious games, readings, short taped lectures, and multi-media content.	Discussion paper.	Both the instructor and the students felt that the course was a success.	To cover all concepts in modules throughout the curriculum, a standalone course like the one covering specific palliative and end-of-life content should be required in all baccalaureate nursing programs
[56] William et al., (2021) Global Initiation of palliative nursing education to improve health crisis preparedness. United States of America.	To first provide an overview of palliative care and its importance in serious illness care. To describe how the consequences of COVID-19 require a palliative care perspective using the U.S.-based National Consensus Project (NCP) Clinical Practice Guidelines for Quality Palliative Care readily applicable to the global arena.	Conceptual framework, year of students’ program and facilitation not evident. Delivery by online curriculum or as a hard copy.	Discussion paper. Timeline, number of papers reviewed and method of analysis not evident.	Preparedness and impact on practice not evident. However, Review of the National Consensus Project Clinical Practice Guidelines for Quality Palliative Care and use of educational exemplars highlight opportunities for improving palliative nursing education in academic and clinical settings.	Provision of universal palliative care is ethically mandate for all health systems. Nurses worldwide must be equipped through education to ensure the delivery of palliative care at primary and specialty levels. Global curricular integration of palliative care is needed urgently to properly prepare nursing workforce and provide holistic, person-centred care for patients and their families throughout the continuum of care.
[57] Wilson et al., (2011) An Examination of palliative or end-of-life care education in introductory nursing programs across Canada. Canada.	To assess, describe, and compare PEOLC education across Canadian undergraduate nursing programs.	Conceptual framework, year of study and facilitation not evident. Delivery by lectures followed by small group discussion, and case study as the teaching/learning strategies.	Ethics approval obtained from the Research Ethics Board. A descriptive/ comparative data analysis using SPSS. 35 Nursing schools/ Faculties across Canada. Survey via email.	Preparedness and implication on practice not evident. Lack of time in the curriculum was the most frequently cited followed by a lack of clinical placement or practice options and a lack of knowledgeable teachers.	Educators are encouraged to have a more in-depth understanding of the needs of dying persons and their families. Death education should be included in introductory nursing programs and it need to be more emphasized in the future.

Abbreviations: AANC–America Association of Nursing Council, ANOVA- Analysis of Variance, BSN- Bachelor of Science in Nursing, CIPP- Content, Input, Process and Product, EAPC- European Association of Palliative Care, ELNEC- End-of-Life Nursing Education Consortium, EOL- End-of-Life. FATCOD- Frommelt Attitude Towards Care of the Dying Scale, IPE- Interprofessional Education, PC- Palliative Care, PEOLC-Palliative and End-of-Life Care, PCQN- Palliative Care Quiz for Nursing, SPSS- Statistical Package for Social Sciences, STATA- Statistical Software UG-Undergraduate, UNDA- University of Notre Dame Australia, UNPCKS- Undergraduate Nursing Palliative Care Knowledge Survey.