| Attitude | Attitude assessment | Ayed et al. | 12 | 5-point likert scale | | 6. Effect of palliative care guideline on nurses’ knowledge, attitude, and practice at intensive care unit (Mohamed et al.[18]) |
| Frommelt Attitudes Toward Care of the Dying (FATCOD) | Frommelt | 30 | 5-point likert scale | Nurse’s attitudes toward the dying.Nurse’s attitudes toward the patient’s family | 10. Evidence-based End-of-Life care education for intensive care nurses (Hare[13]) |
| Compassion | Compassion in EOLC | Lee | 13 | 5-point likert scale | | 9. End-of-Life Care Mobile App for Intensive-Care Unit Nurses: A Quasi-Experimental Study (Yang and Shin[20]) |
| Communication confidence | Confidence to perform in communication | Milic et al. | 5 | 4-point likert scale | | 2. Communicating with Patients’ Families and Physicians About Prognosis and Goals of Care (Milic et al.[10]) |
| Communication skills | Palliative care communication | Anderson et al. | 15 | 5-point likert scale | | 15. Palliative Care Professional Development for Critical Care Nurses: A Multicenter Program (Anderson et al.[16]) |
| Palliative communication survey instrument | Not described | 40 | 4–5-point likert scale | How frequently do bedside nurses participate in discussions with families and clinicians regarding patient prognosis, goals of care, and palliative care? Additionally, what are the common obstacles they encounter in expressing their views and agreement on these topics?”The confidence levels of each nurse in performing tasks related to goals of care vary. | 14. Increasing knowledge and comfort levels of ICU nurses in goals of care discussions through palliative care education (Harrison et al.[22]) |
| Skill in communicating | Milic et al. | 9 | 5-point likert scale | | 2. Communicating with patients’ families and physicians about prognosis and goals of care (Milic et al.[10]) |
| Competence | Palliative care practice | White et al. | 43 | Percent responses | Perception of the importance to the patient(understanding how important something is to the patients).Personal competence of the nurse (The nurse’s individual skill and ability).Information on Palliative care preparation (Details about getting ready for palliative care). | 11. Online End-of-Life Nursing Education Consortium Core Curriculum for staff nurses: an education strategy to improve clinical practice (Bishop et al.[12]) |
| Knowledge | EOLC Knowledge (education questionnaire) | Not described | 17 | 5-point scale | ContentSettingPresenter effectivenessInstructional material | 10. Evidence-based End-of-Life care education for intensive care nurses (Hare et al.[13]) |
| ELNEC-KAT (knowledge assessment test) | Lange et al. | 50 | Four-choice questions | Nursing care at the EOLpain/ symptom ManagementEthical/legal issuesCultureCommunicationGrief and loss, deathQuality of life at the EOL | 4. Effect of End-of-Life nursing education on the knowledge and performance of nurses in the intensive care unit: a quasi-experimental study (Ghaemizade et al.[21]) |
| EPCS (End-Of-Life professional caregiver survey) | Not described | 28 | 5-point likert scale | Patient- and family-centered communicationCultural and ethical valuesEffective care delivery | 7. Effectiveness of an End-of-Life Nursing Education Consortium training on registered nurses’ educational needs in providing palliative and End-of-Life patient care (Manning et al.[19]) |
| Geriatric palliative care knowledge | Abd Elhameed et al. | 104 | 0-1 grade | Physical aspects of care Psychological aspect of care Social aspect of careSpiritual and cultural aspect of careCare of imminently dying patientEthical and legal aspect of care | 5. Effect of implementing geriatric palliative care guideline on nurses knowledge and practices (Abd Elhameed et al.[14]) |
| Knowledge assessment questionnaire(about EOLC for hepatic patients) | Nasr et al. | 12(included 3 open questions) | 0-1 grade(0-2 grade using open questions) | | 3. Effect of an teaching program on critical care nurses’s performance about end of life care for hepatic patients (Nasr et al.[11]) |
| Management at the End-Of-Life | Shifrin et al. | 20 | 100-point scale | | 1. An evidence-based practice approach to end-of-life nursing education in intensive care units (Shifrin et al.)[15]) |
| Palliative care knowledge | Abd-Elaziz et al. | 146 | 0-1 grade | Pain and symptoms control psychological,social, cultural, spiritual and religious aspects of careCare of the imminently dying patient ethical and legal aspects of care | 12. Impact of implementing a designed intervention palliative care program on critical care nurses’ knowledge and practice (Abd-Elaziz et al.[9]) |
| Palliative care knowledge | Christine et al. Kassa et al. | 31 | 0-1 grade | General knowledge about palliative carePain symptom and managementKnowledge related to nursing care of dying patientsPsychosocial and spiritual care | 6. Effect of palliative care guideline on nurses’ knowledge, attitude, and practice at intensive care unit (Mohamed et al.[18]) |
| Palliative care quiz for nursing (Korean version) | Kim et al. Ross et al. (original version) | 20 | 0-1 grade | | 9. End-of-Life Care Mobile App for intensive-care unit nurses: a quasi-experimental study (Yang and Shin[20]) |
| Practice | EOLC practice | Noome et al. | 29 | 5-point likert scale | | 8. Effectiveness of supporting intensive care units on implementing the guideline ‘End-of-Life care in the intensive care unit, nursing care’: a cluster randomized controlled trial (Noome et al.[17]) |
| Geriatric palliative care practices | Abd Elhameed et al. | 142 | 0-1 grade | Physical aspects of care Psychological aspect of careSocial aspect of careSpiritual and cultural aspect of careCare of imminently dying patientEthical and legal aspect of care | 5. Effect of implementing geriatric palliative care guideline on nurses knowledge and practices (Abd Elhameed et al.[14]) |
| Nurses performance checklist | Nasr et al. | 36 | 0-1 grade | Quality care for hepaticCommunication of nurses for patient and familyFamily supportEthical-moral and legal responsibility | 3. Effect of an teaching program on critical care nurses’s performance about End of Life care for hepatic patients (Nasr et al.[11]) |
| Palliative care practice | Harris et al. Basal and Younis | 29 | 0-1 grade | Relieving dyspneaVentilation and oxygen therapyNon-pharmacological interventions to improve sleep in ICUPain assessment and managementUse nonpharmacological intervention Physical care at the end of lifePsychosocial supportSpiritual support | 6. Effect of palliative care guideline on nurses’ knowledge, attitude, and practice at intensive care unit (Mohamed et al.[18]) |
| Palliative care practice | Abd-Elaziz et al. | Not described | 0±1 grade | Pain and symptoms control Psychological, social, cultural andspiritual aspects of careCare of the imminently dying Patient Ethical and legal aspects of care. | 12. Impact of implementing a designed intervention palliative care program on critical care nurses’ knowledge and practice (Abd-Elaziz et al.[9]) |
| PCEP-GR (the Program in Palliative Care Education and Practice Questionnaire-German Revised Version) | Fetzet et al. | 36 | 5-point likert scale | Preparation to provide palliative careAttitudes towards palliative careSelf-estimation of competence in communication with dying patients and their relativesSelf-estimation of knowledge and skills in palliative care | 4. Effect of End-of-Life nursing education on the knowledge and performance of nurses in the intensive care unit: a quasi-experimental study (Ghaemizade et al.[21]) |
| Self-Efficacy | Palliative care self-efficacy scale | Pesut et al. | 12 | 4-point likert scale | Psychosocial supportSymptom management | 13. Improving critical care nurses perceived self-efficacy in providing palliative care: A quasi-experimental study (DeFusco et al.[23]) |
| Self-efficacy in EOLC | Yang and Shin | 14 | 4-point likert scale | | 9. End-of-Life care Mobile App for intensive-care unit nurses: a quasi-experimental study (Yang and Shin[20]) |