15 results
Search Results
2. An EAPC white paper on multi-disciplinary education for spiritual care in palliative care
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Carlo Leget, Andrew Goodhead, Piret Paal, Megan Best, Care Ethics, A meaningful life in a just and caring society, and University of Humanistic Studies
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Palliative care ,Holistic caregiving ,Health Personnel ,Best practice ,lcsh:Special situations and conditions ,Education ,03 medical and health sciences ,0302 clinical medicine ,White paper ,Nursing ,030502 gerontology ,Health care ,Humans ,Spirituality ,Curriculum ,Reference group ,Spiritual needs ,Existential needs ,Spiritual assessment ,business.industry ,lcsh:RC952-1245 ,Core competency ,General Medicine ,Spiritual care ,Health care professionals ,Religious needs ,030220 oncology & carcinogenesis ,0305 other medical science ,business ,Psychology ,Research Article - Abstract
BackgroundThe EAPC White Paper addresses the issue of spiritual care education for all palliative care professionals. It is to guide health care professionals involved in teaching or training of palliative care and spiritual care; stakeholders, leaders and decision makers responsible for training and education; as well as national and local curricula development groups.MethodsEarly in 2018, preliminary draft paper was written by members of the European Association for Palliative Care (EAPC) spiritual care reference group inviting comment on the four core elements of spiritual care education as outlined by Gamondi et al. (2013) in their paper on palliative care core competencies. The preliminary draft paper was circulated to experts from the EAPC spiritual care reference group for feedback. At the second stage feedback was incorporated into a second draft paper and experts and representatives of national palliative care organizations were invited to provide feedback and suggest revisions. The final version incorporated the subsequent criticism and as a result, the Gamondi framework was explored and critically revised leading to updated suggestions for spiritual care education in palliative care.ResultsThe EAPC white paper points out the importance of spiritual care as an integral part of palliative care and suggests incorporating it accordingly into educational activities and training models in palliative care. The revised spiritual care education competencies for all palliative care providers are accompanied by the best practice models and research evidence, at the same time being sensitive towards different development stages of the palliative care services across the European region.ConclusionsBetter education can help the healthcare practitioner to avoid being distracted by their own fears, prejudices, and restraints and attend to the patient and his/her family. This EAPC white paper encourages and facilitates high quality, multi-disciplinary, academically and financially accessible spiritual care education to all palliative care staff.
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- 2020
3. Palliative care education in undergraduate medical and nursing programs in Colombia: a cross-sectional analysis.
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Sánchez-Cárdenas, Miguel Antonio, Tibaquirá, Camila Andrea Navarro, Mantilla-Manosalva, Nidia, Fonseca, David Andrade, Morales, Alexandra Marin, and Delgado, Martha Ximena León
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CROSS-sectional method ,CURRICULUM ,PALLIATIVE treatment ,MEDICAL education ,MEDICAL quality control ,CLINICAL competence ,RESEARCH methodology ,BACCALAUREATE nursing education ,QUALITY assurance - Abstract
Background: The number of people suffering from chronic diseases requiring palliative care (PC) is increasing rapidly. Therefore, PC teaching in undergraduate health science programs is necessary to improve primary PC based on international recommendations and available scientific evidence. Methods: A descriptive cross-sectional study was conducted. Active undergraduate medical and nursing programs that were approved by the Colombian Ministry of Education and integrated PC teaching into their curricula were included in the study. The total sample consisted of 48 programs: 31 nursing and 17 medical programs. Results: PC competencies are distributed throughout the curriculum in 41.67% of programs, in elective courses in 31.25%, and in mandatory courses in 27.08% of the programs. The average PC teaching hours is 81 for nursing and 57.6 for medicine. PC clinical rotations are not offered in 75% of the programs. For undergraduate nursing programs, the most frequent competencies taught are the definition and history of PC and identifying common symptoms associated with advanced disease. In undergraduate medicine, the most common competencies are pharmacological and non-pharmacological pain management and identification of PC needs. Conclusions: PC teaching in undergraduate health science programs mainly addresses the conceptual and theoretical aspects of PC, which are part of the competencies present throughout the programs' curricula. Low availability of PC clinical rotations was identified. Future studies should assess whether the low availability of clinical rotations in PC limits the ability of students to develop the practical competencies necessary to provide quality PC. Trial registration: Not applicable. [ABSTRACT FROM AUTHOR]
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- 2024
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4. Impact of training on knowledge, confidence and attitude amongst community health volunteers in the provision of community-based palliative care in rural Kenya
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Elias, Hussein, Kisembe, Evelyne, Nyariki, Sarah, Kiplimo, Ivan, Amisi, James, Boit, Juli, Tarus, Allison, Mohamed, Naseem, and Cornetta, Kenneth
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- 2024
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5. The required competencies of physicians within palliative care from the perspectives of multi-professional expert groups: a qualitative study.
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Melender, Hanna-Leena, Hökkä, Minna, Saarto, Tiina, and Lehto, Juho T.
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ATTITUDE (Psychology) ,BUSINESS networks ,CLINICAL competence ,CONTENT analysis ,DECISION making ,CURRICULUM ,INTERPERSONAL relations ,MEDICAL personnel ,PALLIATIVE treatment ,PHYSICIANS ,ADULT education workshops ,ADVANCE directives (Medical care) ,DISEASE management ,QUALITATIVE research - Abstract
Background: Although statements on the competencies required from physicians working within palliative care exist, these requirements have not been described within different levels of palliative care provision by multi-professional workshops, comprising representatives from working life. Therefore, the aim of this study was to describe the competencies required from physicians working within palliative care from the perspectives of multi-professional groups of representatives from working life. Methods: A qualitative approach, using a workshop method, was conducted, wherein the participating professionals and representatives of patient organizations discussed the competencies that are required in palliative care, before reaching and documenting a consensus. The data (n = 222) was collected at workshops held in different parts of Finland and it was analyzed using a qualitative content analysis method. Results: The description of the competencies required of every physician working within palliative care at the general level included 13 main categories and 50 subcategories in total. 'Competence in advanced care planning and decision-making' was the main category which was obtained from the highest number of reduced expressions from the original data (f = 125). Competence in social interactions was another strong main category (f = 107). In specialist level data, six main categories with 22 subcategories in total were found. 'Competence in complex symptom management' was the main category which was obtained from the biggest number of reduced expressions (f = 46). A notable association between general level and specialist level data was related to networking, since one of the general level categories was 'Competence in consultations and networking' (f = 34) and one of the specialist level categories was 'Competence to offer consultative and educational support to other professionals' (f = 30). Moreover, part of the specialist level results were subcategories which belonged to the main categories produced from the general level data. Conclusions: The competencies described in this study emphasize decision-making, social interactions and networking. It is important to listen to the voices of the working-life representatives when planning curricula. Moreover, the views of the working-life representatives inform how the competencies gained during their education meet the challenges of the ordinary work. [ABSTRACT FROM AUTHOR]
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- 2020
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6. The state of undergraduate palliative care education at Austrian medical schools – a mixed methods study.
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Toussaint, Véronique, Paal, Piret, Simader, Rainer, and Elsner, Frank
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RESEARCH methodology ,INTERVIEWING ,CURRICULUM ,UNDERGRADUATE programs ,MEDICAL schools ,QUESTIONNAIRES ,ACCESS to information ,THEMATIC analysis ,MEDICAL education ,PALLIATIVE treatment - Abstract
Background: There is an increasing demand for universal, high-quality access to palliative care in Austria. To ensure this, the implementation of palliative care in the medical studies curriculum is essential. This is the first study to investigate the state of undergraduate palliative care education at Austrian medical schools. Methods: For this mixed-methods study with concurrent embedded design, expert interviews and online surveys were conducted between March and August 2022. The interviews were subjected to a thematic analysis according to Braun and Clarke, while the questionnaires were analysed descriptively-statistically. For the final integration, the results of both methods for each topic are presented and discussed complementarily. Both the primary qualitative and supportive quantitative data were collected to combine the advantages of the in-depth nature of the qualitative data and the consistent structure of the quantitative data to provide a more precise representation of the state of teaching. Results: Twenty-two persons participated in the study, of whom twenty-one participated in the interview and eight in the questionnaire. The participants were experts in palliative care teaching at Austrian medical schools. Currently, palliative care is taught at seven out of the eight universities. Large differences were found in the number of hours, organisation, teaching formats, and interprofessional education. At present, three universities have a chair for palliative care and at least five universities have access to a palliative care unit. Conclusion: Undergraduate palliative care education in Austria is very heterogeneous and does not meet the minimum standards suggested by the European Association for Palliative Care (EAPC) curriculum recommendations. However, several universities are planning measures to expand palliative care teaching, such as the introduction of mandatory teaching or the establishment of new teaching formats. Better coordination and networking within and between universities would be beneficial for the expansion and quality of teaching. [ABSTRACT FROM AUTHOR]
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- 2023
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7. Palliative care training: a national study of internal medicine residency program directors in the United Arab Emirates.
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Ibrahim, Halah and Harhara, Thana
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INTERNAL medicine ,ACADEMIC medical centers ,HOSPITAL medical staff ,RESEARCH methodology ,EXECUTIVES ,INTERVIEWING ,CURRICULUM ,INTERNSHIP programs ,QUALITATIVE research ,GRADUATE education ,THEMATIC analysis ,CONTENT analysis ,PALLIATIVE treatment - Abstract
Background: Internal medicine residents are responsible for providing much of the direct care for palliative and terminally ill patients in teaching hospitals in the United Arab Emirates (UAE). To date, little systematic information is available on the prevalence of palliative care (PC) programs or faculty in UAE academic hospitals, or on the nature of PC education in internal medicine residency programs in the country. Methods: Semi-structured interviews were conducted with program directors of all 7 internal medicine residency programs in the UAE. Qualitative content analysis was conducted to identify recurring themes. Results: All program directors agreed that PC knowledge and skills are an essential component of training for internal medicine residents, but have had variable success in implementing the components. Three themes emerged, namely lack of structured PC training, perceptions of resident preparedness, and barriers to implementing a PC curriculum. Conclusion: Internal medicine residency programs in the UAE currently lack structured, mandatory PC curricula and have limited opportunities for formal teaching and assessment of PC knowledge and skills. The planned development of comprehensive oncology and palliative care centers and ongoing curricular reform in teaching hospitals in the country will provide important opportunities to train a cadre of competent health professionals to provide high quality palliative and end-of-life care to UAE patients and their families. [ABSTRACT FROM AUTHOR]
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- 2022
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8. A survey of cancer care institutions in Nepal to inform design of a pain management mobile application.
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LeBaron, Virginia, Adhikari, Abish, Bennett, Rachel, Chapagain Acharya, Sandhya, Dhakal, Manita, Elmore, Catherine E., Fitzgibbon, Kara, Gongal, Rajesh, Kattel, Regina, Koirala, Ganesh, Maurer, Martha, Munday, Daniel, Neupane, Bijay, Sagar Sharma, Krishna, Shilpakar, Ramila, Shrestha, Sudip, Thapa, Usha, Zhang, Hexuan, Dillingham, Rebecca, and Dutta Paudel, Bishnu
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CANCER pain ,SPECIALTY hospitals ,CONFIDENCE ,HEALTH services accessibility ,MOBILE apps ,CROSS-sectional method ,RURAL conditions ,ATTITUDE (Psychology) ,CURRICULUM ,SMARTPHONES ,MEDICAL personnel ,CANCER treatment ,SOFTWARE architecture ,SURVEYS ,MEDICAL protocols ,HEALTH literacy ,HEALTH attitudes ,DESCRIPTIVE statistics ,DATA analysis software ,PAIN management ,PALLIATIVE treatment ,HEALTH promotion ,CANCER patient medical care - Abstract
Background: One way to improve the delivery of oncology palliative care in low and middle-income countries (LMICs) is to leverage mobile technology to support healthcare providers in implementing pain management guidelines (PMG). However, PMG are often developed in higher-resourced settings and may not be appropriate for the resource and cultural context of LMICs. Objectives: This research represents a collaboration between the University of Virginia and the Nepalese Association of Palliative Care (NAPCare) to design a mobile health application ('app') to scale-up implementation of existing locally developed PMG. Methods: We conducted a cross-sectional survey of clinicians within Nepal to inform design of the app. Questions focused on knowledge, beliefs, and confidence in managing cancer pain; barriers to cancer pain management; awareness and use of the NAPCare PMG; barriers to smart phone use and desired features of a mobile app. Findings: Surveys were completed by 97 palliative care and/or oncology healthcare providers from four diverse cancer care institutions in Nepal. 49.5% (n = 48) had training in palliative care/cancer pain management and the majority (63.9%, n = 62) reported high confidence levels (scores of 8 or higher/10) in managing cancer pain. Highest ranked barriers to cancer pain management included those at the country/cultural level, such as nursing and medical school curricula lacking adequate content about palliative care and pain management, and patients who live in rural areas experiencing difficulty accessing healthcare services (overall mean = 6.36/10). Most nurses and physicians use an Android Smart Phone (82%, n = 74), had heard of the NAPCare PMG (96%, n = 88), and reported frequent use of apps to provide clinical care (mean = 6.38/10, n = 92). Key barriers to smart phone use differed by discipline, with nurses reporting greater concerns related to cost of data access (70%, n = 45) and being prohibited from using a mobile phone at work (61%; n = 39). Conclusions: Smart phone apps can help implement PMG and support healthcare providers in managing cancer pain in Nepal and similar settings. However, such tools must be designed to be culturally and contextually congruent and address perceived barriers to pain management and app use. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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9. Insights from a community-based palliative care course: a qualitative study.
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Pastrana, Tania, Wüller, Johannes, Weyers, Simone, and Bruera, Eduardo
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SCHOOL environment ,FOCUS groups ,TEACHING methods ,CURRICULUM ,EXPERIENCE ,QUALITATIVE research ,UNDERGRADUATES ,STUDENTS ,EXPERIENTIAL learning ,THEMATIC analysis ,PALLIATIVE treatment ,MEDICAL education - Abstract
Background: The vast majority of medical students have no exposure to clinical palliative care encounters, especially in the community. Medical schools should respond to current challenges and needs of health systems by guaranteeing students adequate training that addresses palliative care needs of populations in different settings. The main purpose of this qualitative study was to capture the experiences of a select group of medical students' following a community-based PC course. Methods: We carried out a qualitative study using two focus groups to capture the experience of medical students in a course that combined classroom teaching with community-based learning for undergraduate medical students in Germany. Discussions were transcribed and analyzed thematically. Results: Fifteen female students in their 2nd to 5th year participated in the focus groups, which provided didactic teaching and experiential learning. Four areas were particularly relevant: (1) authenticity, (2) demystification of the concepts of palliative care through personal contact with patients, (3) translation of theoretical knowledge into practice, and (4) observation of a role model interacting with seriously ill patients and engaging in difficult conversations. Conclusion: Students whose encounters with patients and their families went beyond a review of their medical records had a better grasp of the holistic nature of PC than those who did not. Bringing students directly from the hospital to patients in their homes reinforced the benefits of an integrated healthcare system. [ABSTRACT FROM AUTHOR]
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- 2021
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10. Challenges and opportunities for spiritual care practice in hospices in a middle-income country.
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Mahilall, Ronita and Swartz, Leslie
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HOSPICE care ,MIDDLE-income countries ,CURRICULUM ,SURVEYS ,LOW-income countries ,SPIRITUAL care (Medical care) ,PALLIATIVE treatment - Abstract
Background: Spiritual care is a key component of palliative care, but it has been overlooked and understudied in low- and middle-income country contexts, especially in Africa. In this study we sought to establish what the current spiritual care practices are in hospice palliative care settings in South Africa with a focused view on what spiritual care training is currently offered and what training needs still remain unmet. Methods: We explored spiritual care practices, and training needs, through a national quantitative online study of palliative care organisations in South Africa registered with the Hospice Palliative Care Association of South Africa. A survey was sent to representatives of all member organisations listed on the national database of Hospice Palliative Care Association of South Africa. Viable data from 41% (n = 40) member organisations were analysed through the use of simple statistics. Results: An expressed need (75%; n = 30) was recorded for the development of a national spiritual care curriculum. Although 48% (n = 20) of the member organisations were willing to participate in the development of a spiritual care curriculum, 37% (n = 14) could not participate, citing financial (n = 27), time (n = 31) and expertise constraints (n = 22). A set of hard and soft skills were suggested to suit the diverse South African context. Conclusions: Spiritual care was seen by participants as a key component of palliative care. International curricula in spiritual care, while useful, do not offer easy adaptation to the diversities of South Africa. A bespoke spiritual care curriculum was called for, for diverse South Africa. [ABSTRACT FROM AUTHOR]
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- 2021
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11. Undergraduate curriculum in palliative medicine at Tampere University increases students' knowledge.
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Lehto, Juho T., Hakkarainen, Kati, Kellokumpu-Lehtinen, Pirkko-Liisa, and Saarto, Tiina
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CURRICULUM evaluation ,UNIVERSITIES & colleges ,CURRICULUM ,HEALTH occupations students ,STUDY & teaching of medicine ,PALLIATIVE treatment ,PROBABILITY theory ,EDUCATIONAL outcomes - Abstract
Background: Education in palliative medicine (PM) at medical schools reveals wide variation despite the increasing importance of palliative care. Many universities present poor description of the benefits and detailed content of the total curriculum in PM. Using the recommendations of European Association for Palliative Care (EAPC) as a reference, we evaluated the content and outcomes of the curriculum in PM at the University of Tampere, Finland. Methods: We searched for a PM curriculum by examining the teaching offered by every specialty and compared it to EAPC recommendations. Students' knowledge was evaluated using a progress test over three consecutive years. Results: We found 53.5 teaching hours addressing PM issues, which exceeds the recommendation of the EAPC. Basics, symptom management, ethics, and communication skills were well established, while education in psychosocial/ spiritual aspects, teamwork and self-reflection failed to reach the recommendations. Out of the maximum of 4.0, the progress test mean scores in PM among the third, fourth, fifth and sixth year students were 0.1 (SD 0.71), 0.69 (SD 1.28), 1.38 (SD 1.46) and 2.53 (SD 1.26), respectively (p < 0.001). This growing knowledge was associated with the timely increase in teaching provided through the PM discipline. In addition, the students who completed the optional PM course achieved better mean scores (2.66; SD 1.27) than the others (1.33; SD 1.43) (p < 0.001). Conclusions: The curriculum in PM at the University of Tampere is integrated into the teaching of many disciplines and complied well with the EAPC recommendations. This education led to increasing knowledge in PM among medical students. [ABSTRACT FROM AUTHOR]
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- 2017
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12. Introducing cross-cultural education in palliative care: focus groups with experts on practical strategies.
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Semlali, Imane, Tamches, Emmanuel, Singy, Pascal, and Weber, Orest
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CONTENT analysis ,CURRICULUM ,EXPERTISE ,FOCUS groups ,INTERDISCIPLINARY research ,MEDICAL personnel ,PALLIATIVE treatment ,REFLECTION (Philosophy) ,TRANSCULTURAL medical care ,THEMATIC analysis ,CULTURAL competence - Abstract
Background: The linguistic and cultural diversity found in European societies creates specific challenges to palliative care clinicians. Patients' heterogeneous habits, beliefs and social situations, and in many cases language barriers, add complexity to clinicians' work. Cross-cultural teaching helps palliative care specialists deal with issues that arise from such diversity. This study aimed to provide interested educators and decision makers with ideas for how to implement cross-cultural training in palliative care. Methods: We conducted four focus groups in French- and Italian-speaking Switzerland. All groups consisted of a mix of experts in palliative care and/or cross-cultural teaching. The interdisciplinary research team submitted the data for thematic content analysis. Results: Focus-group participants saw a clear need for courses addressing cross-cultural issues in end-of-life care, including in medical disciplines outside of palliative care (e.g. geriatrics, oncology, intensive care). We found that these courses should be embedded in existing training offerings and should appear at all stages of curricula for end-of-life specialists. Two trends emerged related to course content. One focuses on clinicians' acquisition of cultural expertise and tools allowing them to deal with complex situations on their own; the other stresses the importance of clinicians' reflections and learning to collaborate with other professionals in complex situations. These trends evoke recent debates in the literature: the quest for expertise and tools is related to traditional twentieth century work on cross-cultural competence, whereas reflection and collaboration are central to more recent research that promotes cultural sensitivity and humility in clinicians. Conclusion: This study offers new insights into cross-cultural courses in palliative and end-of-life care. Basic knowledge on culture in medicine, variable practices related to death and dying, communication techniques, self-reflection on cultural references and aptitude for interprofessional collaboration are central to preparing clinicians in end-of-life settings to work with linguistically and culturally diverse patients. [ABSTRACT FROM AUTHOR]
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- 2020
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13. "Teach for ethics in palliative care": a mixed-method evaluation of a medical ethics training programme.
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De Panfilis, Ludovica, Tanzi, Silvia, Perin, Marta, Turola, Elena, and Artioli, Giovanna
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ATTITUDE (Psychology) ,CONFIDENCE ,DIFFUSION of innovations ,CURRICULUM ,HOSPITAL wards ,RESEARCH methodology ,MEDICAL ethics ,MEDICAL personnel ,MOTIVATION (Psychology) ,PALLIATIVE treatment ,ETHICAL decision making ,HUMAN services programs ,PRE-tests & post-tests ,EVALUATION of human services programs - Abstract
Background: Training in medical ethics aims to educate health care professionals in dealing with daily care ethical issues. To guarantee quality of life and spiritual and emotional support, palliative care professionals have to develop ethical and relational skills. We propose the implementation and evaluation of a specialized training programme in medical ethics dedicated to a hospital-based Palliative Care Unit. Methods: This study is a mixed-method before-after evaluation with data triangulation. Results: The results highlight that participants developed their ethical knowledge, and a deeper ethical awareness. They also felt more confident and motivated to widely apply ethical reflections and reasonings in their daily practice. Conclusion: The participants appreciated the innovative structure of the training, especially regarding the integration of the theoretical-interactive and practical parts. However, they recommended increasing the number of concrete occasions for ethical supervision and practical application of what they learned during the programme. The training programme also has some potential practical implications: the development of advanced ethical skills within a hospital-based PC team may improve the quality of life of the patients and their families. In addition, health care professionals with advanced ethical competencies are able to educate patients and their families towards more active participation in the decision-making process. [ABSTRACT FROM AUTHOR]
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- 2020
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14. Palliative care education in the undergraduate medical curricula: students' views on the importance of, their confidence in, and knowledge of palliative care.
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Pieters, Jolien, Dolmans, Diana H. J. M., Verstegen, Daniëlle M. L., Warmenhoven, Franca C., Courtens, Annemie M., and van den Beuken-van Everdingen, Marieke H. J.
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ACADEMIC medical centers ,CLINICAL medicine ,CONFIDENCE ,CURRICULUM ,HEALTH occupations students ,PATIENT-professional relations ,PSYCHOLOGY of medical students ,PALLIATIVE treatment ,QUESTIONNAIRES ,SCHOOL environment ,SELF-evaluation ,SURVEYS ,PSYCHOLOGY of the terminally ill ,SPIRITUAL care (Medical care) ,PSYCHOLOGY of Undergraduates ,DESCRIPTIVE statistics - Abstract
Background: The need for palliative care is increasing. Since almost every junior doctor will come across palliative care patients, it is important to include palliative care in the undergraduate curriculum. The objective of this research is to gather undergraduate students' views on palliative care in terms of its importance, their confidence in and knowledge of the domain. Methods: Final-year medical students at four Dutch medical faculties were surveyed. The questionnaire measured their views on the education they had received, their self-reported confidence in dealing with palliative care patients and their knowledge of palliative care. Results: Two hundred twenty-two medical students participated in this study. Students considered palliative care education relevant, especially training in patient-oriented care and communication with the patient. Students felt that several topics were inadequately covered in the curriculum. Overall, the students did not feel confident in providing palliative care (59.6%), especially in dealing with the spiritual aspect of palliative care (77%). The knowledge test shows that only 48% of the students answered more than half of the questions correctly. Conclusion: The students in this study are nearly junior doctors who will soon have to care for palliative patients. Although they think that palliative care is important, in their opinion the curriculum did not cover many important aspects, a perception that is also in line with their lack of confidence and knowledge in this domain. Therefore, it is important to improve palliative care education in the medical curriculum. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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15. A qualitative evaluation of the impact of a palliative care course on preregistration nursing students’ practice in Cameroon
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Nahyeni Bassah, Jane Seymour, and Karen Cox
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Adult ,Male ,Palliative care ,Attitude of Health Personnel ,education ,Transfer of learning to practice ,03 medical and health sciences ,0302 clinical medicine ,Nursing ,Humans ,Learning ,Medicine ,Resource-poor countries ,Cameroon ,030212 general & internal medicine ,Nurse education ,Preregistration nursing ,Developing Countries ,Curriculum ,Qualitative Research ,Receipt ,Medicine(all) ,030504 nursing ,Family caregivers ,business.industry ,Teaching ,Palliative Care ,General Medicine ,Focus Groups ,Focus group ,Female ,Students, Nursing ,Nursing education ,0305 other medical science ,business ,Psychosocial ,Research Article ,Qualitative research - Abstract
Background\ud Current evidence suggests that palliative care education can improve preregistration nursing students’ competencies in palliative care. However, it is not known whether these competencies are translated into students’ practice in the care of patients who are approaching the end of life. This paper seeks to contribute to the palliative care evidence base by examining how nursing students in receipt of education report transfer of learning to practice, and what the barriers and facilitators may be, in a resource-poor country.\ud \ud Methods\ud We utilised focus groups and individual critical incident interviews to explore nursing students’ palliative care learning transfer. Three focus groups, consisting of 23 participants and 10 individual critical incident interviews were conducted with preregistration nursing student who had attended a palliative care course in Cameroon and had experience caring for a patient approaching the end of life. Data was analysed thematically, using the framework approach.\ud \ud Results\ud The results suggest that nursing students in receipt of palliative care education can transfer their learning to practice. Students reported recognizing patients with palliative care needs, providing patients with physical, psychosocial and spiritual support and communicating patient information to the wider care team. They did however perceive some barriers to this transfer which were either related to themselves, qualified nurses, the practice setting or family caregivers and patients.\ud \ud Conclusion\ud The findings from this study suggest that nursing student in receipt of palliative care education can use their learning in practice to provide care to patients and their families approaching the end of life. Nevertheless, these findings need to be treated with some caution given the self-reported nature of the data. Demonstrating the link between preregistration palliative care education and patient care is vital to ensuring that newly acquired knowledge and skills are translated and embedded into clinical practice. This study also has implications for advocating for palliative care policies and adequately preparing clinical placement sites for students’ learning and transfer of learning.\ud \ud
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