Ensino de cuidados paliativos na graduação em enfermagem: revisão de escopo

Abstract

Introduction: Palliative care is an essential approach to promoting the quality of life of people with life-threatening conditions, as well as their families. In Nursing, this topic is particularly relevant due to the nurse's close relationship with the patient and their family at different levels of care. Despite this, training in palliative care at the undergraduate level still presents gaps, especially related to knowledge, communication, symptom management, emotional preparedness, and teamwork. Objective: To map the scientific production on the teaching of palliative care in undergraduate Nursing programs, identifying content, competencies, pedagogical strategies, training gaps, and implications for nurse training. Method: This is a scoping review, developed based on the recommendations of the JBI. Studies addressing the teaching of palliative care in undergraduate Nursing programs, considering different national and international contexts, were included. The analysis allowed the findings to be organized into categories related to formative competencies, teaching strategies, student perceptions, emotional preparedness, curricular challenges, and implications for professional practice. Results: The studies showed that nursing students generally exhibit positive attitudes and sensitivity towards palliative care, but demonstrate insufficient knowledge, low self-efficacy, insecurity, and discomfort in the face of death and the care of terminally ill patients. The main formative gaps relate to symptom management, communication with patients and families, shared decision-making, spirituality, multidisciplinary work, person- and family-centered care, and emotional preparedness. Institutional weaknesses were also identified, such as reduced teaching hours, a fragmented curricular approach, limited teacher training, a scarcity of practical scenarios, and poor integration between theory, simulation, and clinical practice. Discussion: The findings indicate that training in palliative care should not be limited to the transmission of theoretical content or the approach to terminal illness. It is necessary to develop technical, ethical, communicational, emotional, and humanistic competencies throughout undergraduate studies. Strategies such as clinical simulation, active methodologies, case discussions, supervised clinical experiences, and spaces for reflection can promote greater safety and preparedness among students. In the Brazilian context, the implementation of the National Palliative Care Policy increases the need to align undergraduate nursing programs with the demands of the Unified Health System (SUS), preparing nurses to work at different points in the Health Care Network. Conclusion: The teaching of palliative care in undergraduate nursing programs is still uneven, fragmented, and insufficient. The review highlights the need for curricular reorientation, strengthening of teacher training, expansion of practical experiences, and transversal integration of the theme in the course. Preparing nurses for palliative care is fundamental to improving care, promoting humanized care, and contributing to the effectiveness of this approach in the SUS.