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ORIGINAL ARTICLE
Year : 2022  |  Volume : 6  |  Issue : 1  |  Page : 3-9

Impact of palliative care training on knowledge, beliefs, and attitudes of undergraduate physiotherapy students: A pilot study


Centre for Physiotherapy and Rehabilitation Sciences, Jamia Millia Islamia, New Delhi, India

Correspondence Address:
Dr. Zubia Veqar
Centre for Physiotherapy and Rehabilitation Sciences, Jamia Millia Islamia, Jamia Nagar, Okhla, New Delhi 110025.
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jsip.JSIP_7_21

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Background: In palliative care settings, patient comes with multiple symptoms. Hence, an interdisciplinary team is needed for effective management with physiotherapists being an essential part of the team. The level of knowledge, exposure, and practice in palliative care settings influence the extent of team participation and quality of care provided by the physiotherapy professionals. To the best of our knowledge, palliative care is not included in the undergraduate curriculum of physiotherapy in India till now. Hence, it is necessary to add palliative care to the undergraduate curriculum of physiotherapy students. Aim: The aim of this study was to evaluate the effect of education regarding palliative care on knowledge, beliefs, and attitudes of final-year physiotherapy studentsMaterials and Methods: Final-year physiotherapy students were recruited according to the exclusion and inclusion criteria after taking ethical approval from the university’s ethical committee. They are provided with three educational sessions regarding palliative care. They were made to fill all the questionnaires (i.e., Knowledge questionnaire, FATCOD-B Scale, and Belief questionnaire) before and after the completion of the educational program. Data analysis: Data were assessed by the Shapiro–Wilk test for normality and paired t test was used for comparing before- and after-session scores. The significance level was set at P < 0.05. Results: After taking educational sessions there is an enhancement in the level of knowledge (pre-session 9.65 ± 2.10 and post-session 16.59 ± 1.81), development of more positive attitudes (pre-session score 87.50 ± 7.29 and post-session score 118.94 ± 7.56), and amplification in the belief system of the subjects towards palliative care (pre-session score 3.56 ± 0.613 and post-session score4.91 ± 0.29) at significance level P < 0.05. Conclusion: Palliative care educational program had positively influenced the subjects by bringing about statistically significant changes in the level of knowledge, positive attitudes, and beliefs. Palliative care education must be added to the curriculum of physiotherapy undergraduate courses because of the necessity in society, and the upgradation of the physiotherapy profession.


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