Feature ArticlesConfidence and Competence in Palliative Care A Comparison of Traditional and Nontraditional Transfer Nursing Students' Lived Learning ExperiencesRotter, Briana DNP, FNP-C, CNE; Braband, Barb EdD, MSN, MA, CNEAuthor Information Briana Rotter, DNP, FNP-C, CNE, is assistant professor, University of Portland, Oregon. Barb Braband, EdD, MSN, MA, CNE, is associate professor and director of research and scholarship, University of Portland, Oregon. Address correspondence to Briana Rotter, DNP, FNP-C, CNE, University of Portland, 5000 N Willamette Blvd, Portland, OR 97203 (firstname.lastname@example.org). Funding: Sigma Theta Tau Omicron Upsilon Chapter Educational Research Grant. The authors have no conflicts of interest to disclose. Journal of Hospice & Palliative Nursing: June 2020 - Volume 22 - Issue 3 - p 196-203 doi: 10.1097/NJH.0000000000000643 Buy Metrics Abstract Nurses spend more time with seriously and terminally ill patients across the continuum of care than other health professionals, yet nursing students lack adequate palliative care education and experience when they transition to practice. In response to the American Association of Colleges of Nursing CARES competencies for enhanced preparation in palliative care, the End-of-Life Nursing Education Consortium developed modules for undergraduate programs. Nursing students' life experiences and their prior involvement with death and dying situations shape their potential achievement of end-of-life learning outcomes. The purpose of this study was to explore traditional and nontraditional students' perspectives and outcomes of their lived experiences in response to the End-of-Life Nursing Education Consortium modules and current palliative care program curriculum. Following university institutional review board approval, the phenomenological qualitative study included 2 focus groups of traditional and transfer students. Thematic data analysis revealed 4 primary themes with differences noted between groups in response to these themes: (1) witnessing suffering and death, (2) building courage and competence, (3) conversation challenges, and (4) curriculum issues and recommendations. Implications for future palliative care education indicate opportunities to better support students through expanded simulations and debriefing sessions, integrated roles for clinical faculty and preceptors, and interdisciplinary team collaboration opportunities across settings. Copyright © 2020 by The Hospice and Palliative Nurses Association. All rights reserved.