Background: Pancreatic cancer is one of the most psychologically and socially distressing cancers, with high symptom burden, rapid disease progression, and profound impacts on patients’ quality of life. Despite these challenges, education for healthcare professionals, students, and the public often fails to address the full spectrum of psychosocial, emotional, and spiritual needs encountered in practice.
Objective: This scoping review aimed to explore the current evidence base for pancreatic cancer education across patients, carers and professionals, with a particular focus on how physical, psychological, social, and spiritual dimensions of care are integrated into educational interventions.
Methods: The review followed Joanna Briggs Institute (JBI) methodology and was prospectively registered on the Open Science Framework (OSF). Five databases (CINAHL, PsycINFO, MEDLINE, EMBASE, and Scopus) were systematically searched. Of 4,898 records screened, 57 met criteria for full-text review, and 19 studies were included for final analysis. Studies were assessed independently by two reviewers using validated JBI screening and data extraction tools, and managed via Covidence.
Results: Most studies identified interventions were biomedical in focus, with only a minority incorporating psycho-oncological or holistic care components. Few studies addressed the psychological effects of a pancreatic cancer diagnosis, communication strategies for distress or end-of-life care, or support for spiritual or existential concerns. Social dimensions, such as caregiver burden and access to support services, were rarely addressed in a structured educational format.
Conclusion: This review demonstrates a significant gap in pancreatic cancer education related to psychosocial and holistic care. There is an urgent need to develop validated, interdisciplinary educational interventions that integrate psycho-oncological principles to better equip healthcare providers in meeting the complex needs of this patient population.