JMIR Publications

ABSTRACT

Background:

End-of-life care is a critical competency for the healthcare workforce, yet evidence suggests that many health professionals feel unprepared to engage with death, dying, and bereavement. Death literacy and death competency are emerging frameworks to assess readiness to provide high-quality, compassionate care. While validated tools exist, little is known about the preparedness of final-year undergraduate healthcare students in Australia. Understanding their current levels of death literacy and competence is essential to inform curriculum design and strengthen workforce capacity.

Objective:

This study aims to (1) measure death literacy and death competency among final-year students in medicine, nursing, and allied health programs in Australian universities, (2) explore students’ reflections on how undergraduate training shaped their preparedness for end-of-life care, and (3) identify educational needs and opportunities for curriculum enhancement.

Methods:

A mixed-methods design will be employed. An online survey (15–20 minutes) will be distributed to final-year students across multiple Australian universities. The survey includes the Death Literacy Index (DLI), the Death Competency Scale, and open-ended reflection questions. Quantitative data will be analysed using descriptive and inferential statistics (SPSS/Stata), with subgroup comparisons across disciplines and benchmarking against national professional datasets. Qualitative responses will be thematically analysed. In phase two, up to 20 students will participate in two focus groups (60–90 minutes each). Focus groups will explore survey findings and students’ perceptions of training, preparedness, and gaps. Data will be transcribed, anonymised, and analysed thematically using NVivo.

Results:

Survey dissemination is planned for September 2025, with focus groups in October 2025. Findings will establish baseline measures of death literacy and competency among final-year healthcare students and identify strengths and gaps in current curricula. Results will be synthesised to provide actionable insights for educators and inform future intervention studies.

Conclusions:

By providing the first Australian pilot data on death literacy and competency among final-year healthcare students, this study will inform curriculum development and workforce planning. Findings have potential to enhance educational strategies, improve preparedness of graduates to deliver end-of-life care, and contribute to the development of a death-literate health system. Clinical Trial: Not applicable.