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van Klinken M, Hafkamp E, Gualtherie van Weezel A, Hales S, Lanceley A, Rodin G, Schulz-Quach C, de Vries F. Teaching Oncology Nurses a Psychosocial Intervention for Advanced Cancer: A Mixed-Methods Feasibility Study. Semin Oncol Nurs 2023; 39:151507. [PMID: 37758582 DOI: 10.1016/j.soncn.2023.151507] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2023] [Revised: 08/29/2023] [Accepted: 08/30/2023] [Indexed: 09/29/2023]
Abstract
OBJECTIVES Psychological interventions for advanced cancer patients are effective in decreasing distress but are not well integrated into cancer care. Oncology nurses are well positioned to deliver such interventions, and their participation may enhance professional satisfaction and wellbeing. Managing Cancer and Living Meaningfully (CALM) is an evidence-based psychotherapy supporting advanced cancer patients. A CALM-Nurses (CALM-N) training program was developed to teach oncology nurses the basics of CALM for use in daily practice. Feasibility and acceptability of CALM-N and its impact on professional wellbeing were assessed in this pilot study. DATA SOURCES Fifty-five nurses attended CALM-N in three groups. Thirty-five nurses completed the first e-learning, 29 nurses (83%) attended the first group session, and 22 (63%) attended all sessions. At baseline, 35 questionnaires were collected. Response rate at follow-up was 63% for Jefferson Scale of Empathy (n=22), 66% for self-efficacy scale (n=23), and for subscales of Professional Quality of Life Scale burnout; 51% (n=18), secondary traumatic stress; 49% (n=17), compassion satisfaction; 57% (n=20). A statistically significant increase in self-efficacy was found, but there were no significant changes in PROQOL and empathy. Focus groups suggested CALM-N helped nurses' understanding of patients and nurse-patient communication and increased reflection and perspective taking. CONCLUSION CALM-N is a feasible and acceptable intervention for oncology nurses, with the potential to improve nurse-patient communication and the nurses' reflective capacities. IMPLICATIONS FOR NURSING PRACTICE CALM-N has the potential to improve the capacity of oncology nurses to provide psychosocial care for advanced cancer patients and its application to nursing practice merits further investigation.
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Affiliation(s)
- Merel van Klinken
- Centre for Quality of Life, Netherlands Cancer Institute, Amsterdam, the Netherlands.
| | - Emma Hafkamp
- Centre for Quality of Life, Netherlands Cancer Institute, Amsterdam, the Netherlands
| | | | - Sarah Hales
- Department of Psychiatry, University of Toronto; Department of Supportive Care, Princess Margaret Cancer Center, University Health Network, Toronto; and Global Institute of Psychosocial Oncology and Palliative Care (GIPPEC), Princess Margaret Cancer Centre, University of Toronto
| | - Anne Lanceley
- EGA Institute for Women's Health, Dept of Women's Cancer, University College London, London
| | - Gary Rodin
- Department of Psychiatry, University of Toronto; Department of Supportive Care, Princess Margaret Cancer Center, University Health Network, Toronto; and Global Institute of Psychosocial Oncology and Palliative Care (GIPPEC), Princess Margaret Cancer Centre, University of Toronto
| | - Christian Schulz-Quach
- Department of Psychiatry, University of Toronto; Department of Supportive Care, Princess Margaret Cancer Center, University Health Network, Toronto; and Global Institute of Psychosocial Oncology and Palliative Care (GIPPEC), Princess Margaret Cancer Centre, University of Toronto
| | - Froukje de Vries
- Department of Supportive Care, Princess Margaret Cancer Center, University Health Network, Toronto, Canada; and Department of Psychiatry, Netherlands Cancer Institute, Amsterdam, the Netherlands
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Pituskin E, Sneath S, Rabel H, O'Rourke T, Duggleby W, Hunter K, Ghosh S, Fairchild A. Addressing Pain Associated with Bone Metastases: Oncology Nursing Roles in a Multidisciplinary Rapid-Access Palliative Radiotherapy Clinic. Semin Oncol Nurs 2022; 38:151279. [DOI: 10.1016/j.soncn.2022.151279] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Lin HR, Wang JH, Hsieh JG, Wang YW. Palliative inter-professional learning via cased based tele-videoconference: Experience from the hospice development stage in Taiwan and China. Medicine (Baltimore) 2021; 100:e27741. [PMID: 34871275 PMCID: PMC8568421 DOI: 10.1097/md.0000000000027741] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/30/2021] [Revised: 10/19/2021] [Accepted: 10/23/2021] [Indexed: 11/30/2022] Open
Abstract
ABSTRACT Palliative care in rural areas can be difficult to assess and, often is of lower quality compared to more densely populated regions. A program of multicenter palliative care discussion forum via tele-videoconference may be a promising tool for exchanging valuable experience and constructing a comprehensive hospice care system in Taiwan and China.The multicenter palliative care discussion forum began 1997 and 2010 in Taiwan and China, respectively. In every forum, 1 to 2 cases were presented by multiple field specialists, and multi-dimensional problems were discussed. All of these case reports and reference materials from the forums were analyzed.The conference discussed 199 and 143 cases in Taiwan and China, including 172 and 143 cancer patients. The most common mentioned symptom was pain (66.3% in Taiwan, 96.95% in China). As time went on, the rate of discussion in pain management issues decreased, but the social and psycho-spiritual issues increased in Taiwan. After some major legal and social changes, the discussion of ethical issues increased rapidly. In China, the trends and ranking in discussion of nonpain management issues stabilized and showed most frequently in psycho-spiritual issues, followed by social, ethical and legal issues.Sharing palliative experience via tele-videoconferences is an effective tool to improve the quality of care, and also saves a significant amount of time and expense. Experts in different professions from different hospitals should discuss any palliative problems, share their valuable experience, and ponder a comprehensive hospice care.
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Affiliation(s)
- Huang-Ren Lin
- Department of Family medicine, Lo-Hsu Medical Foundation, Lotung Poh-Ai Hospital, Yilan, Taiwan
- Department of Family Medicine, Buddhist Tzu Chi General Hospital, Hualien, Taiwan
| | - Jen-Hung Wang
- Department of Medical Research, Buddhist Tzu Chi General Hospital, Hualien, Taiwan
| | - Jyh-Gang Hsieh
- Department of Family Medicine, Buddhist Tzu Chi General Hospital, Hualien, Taiwan
- Department of Medical Humanities, School of Medicine, Tzu Chi University, Hualien, Taiwan
| | - Ying-Wei Wang
- Department of Family Medicine, Buddhist Tzu Chi General Hospital, Hualien, Taiwan
- Department of Medical Humanities, School of Medicine, Tzu Chi University, Hualien, Taiwan
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Liaw SN, Sullivan A, Snaman J, Joselow M, Duncan J, Wolfe J. "We're Performing Improvisational Jazz": Interprofessional Pediatric Palliative Care Fellowship Prepares Trainees for Team-Based Collaborative Practice. J Pain Symptom Manage 2021; 62:768-777. [PMID: 33600896 DOI: 10.1016/j.jpainsymman.2021.02.014] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/08/2020] [Revised: 02/08/2021] [Accepted: 02/11/2021] [Indexed: 10/22/2022]
Abstract
CONTEXT Interprofessional education (IPE) prepares clinicians for collaborative practice, yet little is known about the effectiveness of postgraduate IPE. OBJECTIVES This is the first study to describe educational outcomes of an interprofessional fellowship in pediatric palliative care. Objectives were to understand the experiences of postgraduate trainees in an interprofessional, clinical environment and to evaluate program effect on interprofessional competencies. METHODS In this mixed-methodology study, we surveyed former fellows from 2002 to 2018 about their fellowship experience and perceived change in interprofessional skills. We performed qualitative semantic content analysis of fellows' responses about learning in an interprofessional context. We compared fellows' self-rated ability (5-point Likert scale), before and after fellowship, in 10 interprofessional competencies selected from the Interprofessional Education Collaborative's core competencies. RESULTS Response rate was 87% (41/47). Fifty-one percent of respondents were physicians, 29% were social workers, and 20% were nurse practitioners. Respondents reported significant improvement in all 10 competencies, with summed mean scores of 2.8 ± 0.6 prefellowship ("not very well prepared") and 4.4 ± 0.4 postfellowship ("very well" to "extremely well prepared") (t = 15.6, P< 0.0001). Effect size for each competency was greater than 1.9 (strong positive impact). The fellowship experience was characterized by dynamic educational relationships: peer relationships with interprofessional co-fellows, mentoring relationships with faculty, clinical relationships with patients and families, and collaborative relationships with the healthcare system. Benefits and challenges of IPE were associated with interprofessional roles, teamwork, patient care, and educational needs. CONCLUSION This study demonstrates the feasibility and effectiveness of an interprofessional postgraduate fellowship in preparing clinicians for collaborative practice.
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Affiliation(s)
- Shih-Ning Liaw
- Department of Psychosocial Oncology and Palliative Care, Dana-Farber Cancer Institute, Boston, Massachusetts, USA; Department of Pediatrics, Boston Children's Hospital, Boston, Massachusetts, USA; Department of Pediatrics, Harvard Medical School, Boston, Massachusetts, USA.
| | - Amy Sullivan
- Program in Medical Education, Harvard Medical School, Boston, Massachusetts, USA; Department of Medicine, Beth-Israel Deaconess Medical Center, Boston, Massachusetts, USA
| | - Jennifer Snaman
- Department of Psychosocial Oncology and Palliative Care, Dana-Farber Cancer Institute, Boston, Massachusetts, USA; Department of Pediatrics, Boston Children's Hospital, Boston, Massachusetts, USA; Department of Pediatrics, Harvard Medical School, Boston, Massachusetts, USA
| | - Marsha Joselow
- Department of Social Work, Boston Children's Hospital, Boston, Massachusetts, USA
| | - Janet Duncan
- Courageous Parents Network, Newton, Massachusetts, USA
| | - Joanne Wolfe
- Department of Psychosocial Oncology and Palliative Care, Dana-Farber Cancer Institute, Boston, Massachusetts, USA; Department of Pediatrics, Boston Children's Hospital, Boston, Massachusetts, USA; Department of Pediatrics, Harvard Medical School, Boston, Massachusetts, USA
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5
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Lee AL, DeBest M, Koeniger-Donohue R, Strowman SR, Mitchell SE. The feasibility and acceptability of using virtual world technology for interprofessional education in palliative care: a mixed methods study. J Interprof Care 2019; 34:461-471. [PMID: 31431115 DOI: 10.1080/13561820.2019.1643832] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
The objective of this mixed methods study was to evaluate the feasibility and acceptability of using a virtual world educational environment for interprofessional health professions students learning about palliative care. Graduate students (n = 35) from five different health professions programs (medicine, nursing, nutrition, physical therapy, and social work) across two educational institutions participated in a small-group immersive educational experience focused on palliative care in the virtual world of Second Life. Collected data included pre and post surveys of interprofessional attitudes using previously-published questionnaires as well as student reflective writing and photographs about their experience. We found it was feasible to create and deliver an interprofessional educational experience in palliative care in a virtual world environment. The educational experience was acceptable to participants, with an improvement in attitudes toward interprofessional education and interprofessional teamwork after a single virtual world educational session, based on both quantitative and qualitative results. Students found the virtual world environment acceptable for interprofessional education focused on palliative care, based on qualitative results. As health professions schools develop interprofessional education curricula, the use of virtual world technology may be an important modality to consider, to effectively and conveniently bring interprofessional learners together.
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Affiliation(s)
- Amy L Lee
- Department of Family Medicine, Tufts University School of Medicine , Boston, MA, USA
| | | | | | | | - Suzanne E Mitchell
- Department of Family Medicine, Tufts University School of Medicine , Boston, MA, USA.,Department of Family Medicine, Boston University School of Medicine , Boston, MA, USA
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Pettifer A, Cooper J, Munday D. Teaching Interprofessional Teamwork in Palliative Care—a Values-Based Approach. J Palliat Care 2019. [DOI: 10.1177/082585970702300406] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Affiliation(s)
- Annie Pettifer
- Faculty of Health and Life Sciences, Coventry University, Coventry
| | - Jan Cooper
- Institute of Clinical Education, Warwick Medical School, University of Warwick, Coventry
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Shvartzman P, Singer Y, Bentur N, Oberman A, Kabilu Y, Cohen R, Tandeter H. Constructing A Post-Graduate Palliative Care Curriculum: The Israeli National Palliative Care Training (Inpact) Experience. J Palliat Care 2018. [DOI: 10.1177/082585971102700309] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Affiliation(s)
- Pesach Shvartzman
- P Shvartzman (corresponding author): Pain and Palliative Care Unit, Family Medicine Department, Siaal Family Medicine and Primary Care Research Center, Division of Community Health, Ben-Gurion University of the Negev, POB 653, Beer-Sheva, Israel 84105
| | - Yoram Singer
- Pain and Palliative Care Unit, Family Medicine Department, Siaal Family Medicine and Primary Care Research Center, Division of Community Health, Ben-Gurion University of the Negev, Beer-Sheva, Israel
| | - Netta Bentur
- Myers-JDC Brookdale Institute, Jerusalem, Israel; A Oberman: Department of Geriatric Medicine, Baruch-Padeh Medical Center, Poria, Israeli Association of Palliative Care, Tiberias, Israel
| | - Amitai Oberman
- Myers-JDC Brookdale Institute, Jerusalem, Israel; A Oberman: Department of Geriatric Medicine, Baruch-Padeh Medical Center, Poria, Israeli Association of Palliative Care, Tiberias, Israel
| | - Yaacov Kabilu
- JDC-Eshel, Association for Planning and Development of Services for the Aged in Israel, Jerusalem, Israel
| | - Robert Cohen
- Department of Medicine, Hadassah University Hospital, Hebrew University-Hadassah Medical School, Jerusalem, Israel
| | - Howard Tandeter
- Family Medicine Department, Siaal Family Medicine and Primary Care Research Center, Division of Community Health, Ben-Gurion University of the Negev, Beer-Sheva, Israel
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Reed E, Todd J, Lawton S, Grant R, Sadler C, Berg J, Lucas C, Watson M. A multi-professional educational intervention to improve and sustain respondents' confidence to deliver palliative care: A mixed-methods study. Palliat Med 2018; 32:571-580. [PMID: 28604265 DOI: 10.1177/0269216317709973] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
BACKGROUND Education has been highlighted as fundamental in equipping healthcare professionals with essential knowledge and skills to provide good end-of-life care. Multiprofessional educational programmes have a positive influence on knowledge, attitude and confidence but few have sought to understand the longer term impact on care delivery. The European Certificate in Essential Palliative Care is an 8-week home-study-based programme for healthcare professionals and is currently run in nine centres. Successful candidates have undertaken the course from their own countries around the world. This article describes the evaluation of the European Certificate in Essential Palliative Care which has been evolving over 15 years. AIMS To evaluate the impact an educational intervention has on participants' confidence in palliative care, to determine whether this is sustained over time and explore participants' perception of the influence of the course on confidence. DESIGN A mixed-method longitudinal approach. SETTING/PARTICIPANTS A survey using a self-efficacy scale was emailed to 342 candidates who received an educational intervention and semi-structured interviews to a sub-sample of 15 candidates at baseline, 3 and 6 months. RESULTS At 3 months, candidates had almost 20 times higher odds of being above any given level of confidence than at baseline which was sustained at 6 months. Qualitative analysis identified examples of increased competence and confidence improving palliative care delivery. CONCLUSION Findings suggest that the European Certificate in Essential Palliative Care improves confidence in palliative care and that this is sustained over time with evidence of confidence in symptom control, communication and a holistic approach in clinical practice.
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Affiliation(s)
- Elizabeth Reed
- 1 Education Department, Princess Alice Hospice, Esher, UK
| | | | | | - Robert Grant
- 4 Kingston University and St George's University of London, London, UK
| | | | - Jane Berg
- 1 Education Department, Princess Alice Hospice, Esher, UK
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An Evidence-Based Practice Approach to End-of-Life Nursing Education in Intensive Care Units. J Hosp Palliat Nurs 2016. [DOI: 10.1097/njh.0000000000000254] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Stilos K, Daines P, Moore J. An interprofessional education programme for medical learners during a one-month palliative care rotation. Int J Palliat Nurs 2016; 22:186-92. [PMID: 27119406 DOI: 10.12968/ijpn.2016.22.4.186] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Interprofessional education in health care and in palliative care has been the focus of increasing attention in recent years. For health professionals to provide and deliver high-quality palliative care, collaboration and teamwork is required. Palliative care is the ideal service to introduce interprofessional teamwork to medical learners early on in their training. During a 1-month palliative care rotation in Ontario, Canada, medical learners completed a questionnaire seeking their feedback on the interprofessional team model. This article will highlight the results of the questionnaire, how the team promotes a culture of interprofessional collaborative practice, and the supportive structures that foster collaboration among professionals.
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Affiliation(s)
- Kalli Stilos
- Clinical Nurse Specialist for the Palliative Care Consult Team, Sunnybrook Health Sciences Centre, University of Toronto, Ontario, Canada
| | - Patricia Daines
- Clinical Nurse Specialist (retired) for the Palliative Care Consult Team, Sunnybrook Health Sciences Centre, University of Toronto, Ontario, Canada
| | - Jennifer Moore
- Palliative Care Physician for the Palliative Care Consult Team, Sunnybrook Health Sciences Centre, University of Toronto, Ontario, Canada
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Centeno C, Ballesteros M, Carrasco JM, Arantzamendi M. Does palliative care education matter to medical students? The experience of attending an undergraduate course in palliative care. BMJ Support Palliat Care 2014; 6:128-34. [PMID: 24844587 DOI: 10.1136/bmjspcare-2014-000646] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2014] [Accepted: 04/30/2014] [Indexed: 11/03/2022]
Abstract
BACKGROUND Palliative care (PC) education has become a priority in many European countries where PC is quickly developing. There remains, however, a lack of information on acceptability and medical students' experiences in PC education. This kind of information is important because it could encourage universities to adapt their curricula appropriately to the demographic and societal necessity. OBJECTIVE To explore medical students' reactions to an optional PC course using their reflective written comments. METHODS 316 medical students at the University of Navarra, over a period of 4 years, wrote evaluative comments regarding their experience and what they perceived as the course's contribution to their education. With these comments, a qualitative thematic analysis was carried out. RESULTS With a response ratio of 90%, five main themes were identified: (1) The course helped medical students to become and act as doctors, (2) The benefits of having a holistic view of the patient and taking the family into account, (3) PC opens up a new a field of knowledge, (4) The course makes students think and reflect on their personal development and encourages them to deepen humanistic aspects of their practice, (5) The practical aspect is essential in PC learning. In addition, significantly, students used vigorous and positive expressions when writing about their experiences. DISCUSSION The subject of PC turns out to be very important to students, who almost unanimously evaluated their experience positively and highlighted the benefits of attending a PC course. Students especially reported being surprised by the humane and holistic features of the course, and they found that what they learned in the course is applicable to all patients and prepares them to work better as doctors. Participants recommend the course for all undergraduate students as a core component of the curricula.
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Affiliation(s)
- Carlos Centeno
- ATLANTES Research Program, Institute for Culture and Society, University of Navarra, Pamplona, Spain Faculty of Medicine, University of Navarra, Pamplona, Spain
| | - Montse Ballesteros
- ATLANTES Research Program, Institute for Culture and Society, University of Navarra, Pamplona, Spain School of Nursing, University of Valladolid, Campus Soria, Soria, Spain
| | - José Miguel Carrasco
- ATLANTES Research Program, Institute for Culture and Society, University of Navarra, Pamplona, Spain
| | - María Arantzamendi
- ATLANTES Research Program, Institute for Culture and Society, University of Navarra, Pamplona, Spain Faculty of Nursing, University of Navarra, Pamplona, Spain
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Otis-Green S, Yang E, Lynne L. ACE Project--advocating for clinical excellence: creating change in the delivery of palliative care. OMEGA-JOURNAL OF DEATH AND DYING 2013; 67:5-19. [PMID: 23977775 DOI: 10.2190/om.67.1-2.b] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
BACKGROUND Psychologists, social workers, and spiritual care professionals report inadequate preparation to maximize their effectiveness in advocating for institutional reform to meet oncology patients' diverse bio-psychosocial-spiritual and cultural needs. This article provides an overview of the ACE Project, a National Cancer Institute, 5 year, R25-funded transdisciplinary palliative care education program designed to enhance the advocacy and leadership skills of 301 competitively selected psycho-oncology professionals. METHODS ACE Project participants identified an institutional goal, refined their goals during the course and received mentorship and support throughout the subsequent year. Participants were invited to return to a Reunion Conference in year five to report on their activities, network, and share the results of their change efforts. A subset of 28 ACE Project participants contributed to this OMEGA special issue. RESULTS Participants' goals primarily focused on strategies to improve clinical care through program development and improvements in palliative care education within their institutions. CONCLUSIONS The results of this transdisciplinary leadership skills-building program for psycho-oncology professionals affirm the feasibility and perceived need for the program. See the ACE Project website (http://www.cityofhope.org/education/health-professional-education/nursing-education/ACE-project/Pages/default.aspx) for additional program information.
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Singer Y, Carmel S. Teaching end-of-life care to family medicine residents--what do they learn? MEDICAL TEACHER 2009; 31:e47-e50. [PMID: 19330664 DOI: 10.1080/01421590802331420] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
BACKGROUND In order to address adequately basic palliative care issues, post graduate teaching programs for physicians should provide, in addition to basic knowledge in the field and clinical skills, also training in terms of orientations and skills which enable physicians to overcome their emotional difficulties as well as professional barriers. This paper presents a model of teaching and its evaluation. AIMS The purpose of this project was to develop an educational program for residents in family medicine and evaluate its effect over time. The focus was on the self-perceived ability of physicians for understanding and communicating with terminally ill patients; the physicians' ability to deal with their own emotional difficulties while caring for the terminally ill; and the physicians' confidence regarding the management of over-all suffering. METHODS Structured questionnaires were filled out by 21 physicians before and after an 8 months program of residency training in palliative care. RESULTS Factor analysis yielded three factors: (A) Beliefs focusing on the resident's ability to understand terminally-ill patients and to communicate with them, (B) Beliefs regarding the effect of the program on the resident, and (C) Beliefs about self-professional skills. A comparison with the responses at the end of the program indicated a trend towards increased communication capabilities, relating increased importance to the program and a significant improvement in self confidence in professional skills. CONCLUSIONS The results of the evaluation indicate that this teaching program has achieved its goals by not only improving the physician's knowledge, but also causing a positive change in attitudes regarding end-of-life care. Considering our positive results it is recommended to incorporate similar training programs in physicians' post-graduate studies.
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Affiliation(s)
- Yoram Singer
- Ben Gurion University of the Negev, Beer Sheva, Israel
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Haugen DF, Vejlgaard T. The Nordic Specialist Course in Palliative Medicine: evaluation and experiences from the first course 2003-2005. Palliat Med 2008; 22:256-63. [PMID: 18477720 DOI: 10.1177/0269216307087320] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
BACKGROUND AND AIMS Palliative medicine is not recognized as a medical specialty in any of the five Nordic countries, but there is a great need for physicians with specialty qualifications to serve on an increasing number of palliative care services. The Associations for Palliative Medicine in the five countries agreed to develop a common Nordic course on a specialty level. RESULTS A theoretical training course in six modules in two years was developed, based on the British palliative medicine curriculum and including a limited research project and a written exam. Twenty-two out of 30 students completed the first course as scheduled in 2005, and five more have obtained their course diploma later. The evaluation from the students showed very satisfactory personal experiences and subjective learning outcomes, and a positive influence on the overall development of palliative care in the respective countries. CONCLUSION The Nordic Specialist Course in Palliative Medicine has proved a successful Nordic collaboration and may form the basis for a full specialist training programme.
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Affiliation(s)
- D F Haugen
- Regional Centre of Excellence for Palliative Care, Western Norway, Haukeland University Hospital, Bergen, Norway.
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Brajtman S, Fothergill-Bourbonnais F, Casey A, Alain D, Fiset V. Providing direction for change: assessing Canadian nursing students learning needs. Int J Palliat Nurs 2007; 13:213-21. [PMID: 17577173 DOI: 10.12968/ijpn.2007.13.5.23491] [Citation(s) in RCA: 31] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
AIM To examine the current curriculum content and learning needs of graduating nursing students related to end-of-life care (EOLC). DESIGN A survey method was employed. SAMPLE A purposive sample of 58 Anglophone and Francophone students completed the Palliative Care Quiz for Nursing (PCQN) and Frommelt's Attitudes Toward Care of the Dying Scale (FATCOD). Students responded to open-ended questions regarding perceptions of preparedness to care for terminally ill patients, and provided suggestions for changes to the curriculum. Key informant educators identified opportunities to include EOLC content in courses and clinical placements. RESULTS Results indicated that students held positive attitudes towards caring for dying patients, had modest knowledge levels, and that one third did not feel adequately prepared to care for dying patients. Although EOLC education tends to be threaded throughout the program, the emphasis is dependent upon the commitment of individual professors and clinical instructors with experience and/or expertise in this area. CONCLUSION Students and educators agreed more emphasis on EOLC was needed. Recommendations include development of teaching strategies and experiential learning in EOLC throughout the curriculum.
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Affiliation(s)
- Susan Brajtman
- School of Nursing, Algonquin College, University of Ottawa, Canada.
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