Assessing the Effectiveness and Acceptability of Interprofessional Palliative Care Education (original) (raw)
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The evaluation of a national interprofessional palliative care workshop
Journal of Interprofessional Care, 2015
The purpose of this study was to evaluate the impact of a palliative/end-of-life care workshop on students' perceptions of professional identity, team understanding and their readiness for interprofessional education (IPE). A before-and-after design was used combining both qualitative and quantitative methods. A survey was completed by 25 undergraduate students from a variety of health care professional schools across Canada, both before and after they attended the five-day workshop. There was a significant increase in students' readiness for IPE, perceptions of professional identity, and team understanding after they attended the palliative care workshop. Students stated that learning about other professionals' background and becoming more sensitive to other team members and their scopes of practice, helped change the way they would practice. The findings from this study will contribute to our understanding of student attitudes around IPE and palliative care.
Journal of Palliative Medicine, 2017
Background: There is a known shortage of trained palliative care professionals, and an even greater shortage of professionals who have been trained through interprofessional curricula. As part of an institutional Palliative Care Training Center grant, a core team of interprofessional palliative care academic faculty and staff completed a statewide palliative care educational assessment to determine the needs for an interprofessional palliative care training program. Objective: The purpose of this article is to describe the process and results of our community needs assessment of interprofessional palliative care educational needs in Washington state. Design: We approached the needs assessment through a cross-sectional descriptive design by using mixedmethod inquiry. Setting/Subjects: Each phase incorporated a variety of settings and subjects. Measurements: The assessment incorporated multiple phases with diverse methodological approaches: a preparatory phase-identifying key informants; Phase I-key informant interviews; Phase II-survey; and Phase III-steering committee endorsement. Results: The multiple phases of the needs assessment helped create a conceptual framework for the Palliative Care Training Center and developed an interprofessional palliative care curriculum. The input from key informants at multiple phases also allowed us to define priority needs and to refine an interprofessional palliative care curriculum. Conclusions: This curriculum will provide an interprofessional palliative care educational program that crosses disciplinary boundaries to integrate knowledge that is beneficial for all palliative care clinicians. The input from a range of palliative care clinicians and professionals at every phase of the needs assessment was critical for creating an interprofessional palliative care curriculum.
Education and training in palliative care
The Medical journal of Australia, 2003
The growing demand for palliative care means that health professionals are expected to provide palliative care as a core part of their practice. Training in the practice of palliative care is a recent addition to undergraduate and postgraduate medical and other healthcare curricula, and several initiatives are under way to promote palliative care principles and practice in healthcare training. The challenge that we all face is how to develop these skills in the face of multiple demands on our time. Strategies for improving palliative care education include a national undergraduate curriculum for palliative care, expanded training opportunities for generalist practitioners, and further recognition for the role of practitioners of specialist palliative care and associated curriculum development.
Excellence in Postlicensure Interprofessional Palliative Care Education
Journal of Hospice & Palliative Nursing, 2019
An increasing number of palliative care educational programs strive to meet the workforce need for palliative care clinicians. This growth necessitates development of robust quality standards. The purpose of this Delphi consensus process was to describe high-quality postlicensure interprofessional palliative care education programs. The steering committee, composed of 6 faculty with experience implementing interprofessional palliative care educational programs, developed initial characteristics, definitions, and subcategories, which were refined through a series of 3 iterative Delphi surveys and a public presentation at a national palliative care meeting. More than 50 palliative care clinicians and educators representing multiple professions were invited to participate in the Delphi surveys; 20 completed round 1, 23 completed round 2, and 15 participants completed round 3. The final consensus included 6 characteristics with definitions, and both required and recommended subcategories for each characteristic. Identified characteristics include competencies, content, educational strategies, interprofessional focus, evaluation, and systems integration. This initial description of quality for postlicensure interprofessional palliative care education programs may be used by learners to guide program selection, new or existing program faculty for course development or quality improvement, or professional organizations to evaluate program quality in a program certification or quality award initiative.
A pilot study of interprofessional palliative care education of medical students in the UK and USA
BMJ supportive & palliative care, 2017
Educating medical students to care for patients at the end-of-life is increasingly recognised as an essential component of training. Traditionally, medical student programmes are run by doctors, but patient care is delivered by an interprofessional team. Our programmes in the UK and USA independently developed a teaching experience led by an interprofessional team of palliative care health professionals. This study explores the palliative care health professionals' perceptions, regarding their unique role in medical student palliative care education. This is the first study to ascertain views of an interprofessional team delivering palliative care education to medical students. Focus groups enable interaction between members of the group as well as the generation of consensus of comments among group members. Two major themes were identified: perceived benefits and value of the experience, and the challenges and lessons learnt from the experiences. Despite different structures an...
The construction of the health professional in palliative care contexts
Porto Biomedical Journal
The aim of the study was to map of the literature on the elements contributing to the construction of the health care professional in the context of palliative care. Methods: Scoping review based on Arksey and O'Malley framework. PubMed, Embase, CINAHL, Scopus databases, and gray literature were the sources searched (2005-2015), completed by reference searching, hand searching, and expert consultations. Primary studies focusing on different professionals working in palliative care units or hospice centers were eligible for inclusion. Results: From a total of 3632 articles, 22 met the inclusion criteria. The content of the studies was described and classified in 5 elements: (i) construction and application of the concept of care; (ii) psychosocial effects that the daily care produces; (iii) working conditions that influence the caregiving provided; (iv) knowledge mobilized in the provision of care; and (v) strategies adopted by health care professionals to build relationships. Data about nurses, physicians, and psychologists were found, but no data were found about social workers. Gaps identified in the publications were as follows: relationship competencies and strategies adopted; the real needs from educational programs; and the view of other professionals. Conclusions: Key elements identified in the concept of the construction of the health care professional should be addressed in future interventions: prevention of emotional exhaustion, depersonalization, and achievement of a greater personal accomplishment. In addition, none of the articles retrieved offered the different perspectives of all the disciplines in a multidisciplinary team.
An Interdisciplinary Framework for Palliative and Hospice Education and Practice
Journal of Holistic Nursing, 2020
Leading highly functional health care teams in all practice settings is sustained through the identification of a conceptual framework to guide education and practice. This article presents an interdisciplinary framework for palliative and hospice education and practice. The framework builds on theoretical caring to convey elements of relational, holistic and compassion; articulates interprofessional tenets for guiding values; and aligns with constructs for palliative and hospice best practices. The framework invites those at the bedside and in leadership to be intentional in attending to education and the necessary activities that address the day-to-day operations of palliative and hospice care, as well as, honoring all interdisciplinary collaboration that supports quality outcomes and inspires actions that transform.
Reflections of nursing professionals on palliative care
Revista Bioética
Palliative care aims to provide quality of life for patients and family, seeking to alleviate problems and symptoms, focusing on relieving suffering. The nursing team extensively participates in this care, which can emotionally overload the professional. Hence, this descriptive, qualitative, and exploratory study sought to clarify the feelings of nursing professionals working in palliative care. Data was collected by a semi-structured script applied to ten nursing professionals from the palliative care sector of a hospital. Emotional overload and difficulties in addressing certain feelings were observed in the interviewees. Results show a lack of strategies to mitigate these overloads in the work environment and the lack of palliative care in the health curricula. Some of the feelings described were difficult to manage, especially by less experienced professionals.