Table 5. Educational characteristics.

Education model	n =	Paper
Palliative care (PC) education.	N = 16	[14, 30, 31, 34, 35, 40, 41, 43–45, 49–52, 54, 56].
End-of-Life Care (EOLC) education.	N = 11	[25, 27–29, 33, 36, 39, 46, 48, 54, 55].
Death and dying education.	N = 4	[26, 37, 42, 47].
Palliative and End-of-Life care (PEOLC) education.	N = 3	[32, 37, 57].
Conceptual Framework	n =	Paper
Share Theory of Palliative Care	n = 1	[30].
Kolb Experiential Learning Theory	n = 1	[49].
Scaffolded approach	n = 1	[36].
Morin’s Theory of Complexity Hologrammatic Principle of Complex Thinking	n = 1	[45].
Content, Input, Process, and Product (CIPP) Model	n = 1	[46].
Year of student engagement	n =	Paper
Third-year nursing students	n = 3	[36, 38, 39].
Junior and senior baccalaureate students. Baccalaureate students. Third year baccalaureate students	n = 3	[26, 30, 55].
Pre-licensure nursing students	n = 2	[33, 48].
Bachelor of nursing students undergraduate nurses	n = 2	[25, 46].
Third-year diploma nursing students	n = 1	[43].