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Reezigt R, Beetsma A, Köke A, Hobbelen H, Reneman M. Toward consensus on pain-related content in the pre-registration, undergraduate physical therapy curriculum: a Delphi-study. Physiother Theory Pract 2024; 40:1040-1053. [PMID: 36412979 DOI: 10.1080/09593985.2022.2144562] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2022] [Revised: 10/29/2022] [Accepted: 10/30/2022] [Indexed: 11/23/2022]
Abstract
BACKGROUND Access to pain education for healthcare professionals is an International Association for the Study of Pain's key recommendation to improve pain care. The content of preregistration and undergraduate physical therapy pain curricula, however, is highly variable. OBJECTIVE This study aimed to develop a list, by consensus, of essential pain-related topics for the undergraduate physical therapy curriculum. METHODS A modified Delphi study was conducted in four rounds, including a Delphi Panel (N = 22) consisting of in pain experienced lecturers of preregistration undergraduate physical therapy of Universities of Applied Sciences in the Netherlands, and five Validation Panels. Round 1: topics were provided by the Delphi Panel, postgraduate pain educators, and a literature search. Rounds 2-4: the Delphi Panel rated the topics and commented. All topics were analyzed in terms of importance and degree of consensus. Validation Panels rated the outcome of Round 2. RESULTS The Delphi Panel rated 257, 146, and 90 topics in Rounds 2, 3, and 4, respectively. This resulted in 71 topics judged as "not important," 97 as "important," and 89 as "highly important." In total, 63 topics were rated as "highly important" by the Delphi Panel and Validation Panels. CONCLUSION A list was developed and can serve as a foundation for the development of comprehensive physical therapy pain curricula.
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Affiliation(s)
- Roland Reezigt
- Department of Physiotherapy, Hanze University of Applied Sciences, Groningen, Netherlands
| | - Anneke Beetsma
- Department of Physiotherapy, Hanze University of Applied Sciences, Groningen, Netherlands
- Department of Rehabilitation Medicine, Center for Rehabilitation, University Medical Center Groningen, University of Groningen, Groningen, Netherlands
- Research group Healthy Ageing, Allied Health Care and Nursing, Hanze University of Applied Sciences, Groningen, Netherlands
- FAITH Research, Groningen, Netherlands
| | - Albere Köke
- Department of Rehabilitation Medicine, Faculty of Health, Life Sciences and Medicine, Care and Public Health Research Institute (Caphri),Maastricht University, Maastricht, Netherlands
- Centre of Expertise in Pain and Rehabilitation, Hoensbroek, Netherlands
- Department of Physiotherapy, Zuyd University of Applied Sciences, Heerlen, Netherlands
- Pain in Motion International Research Group, Brussel, Belgium
| | - Hans Hobbelen
- Research group Healthy Ageing, Allied Health Care and Nursing, Hanze University of Applied Sciences, Groningen, Netherlands
- FAITH Research, Groningen, Netherlands
- Department of General Practice and Elderly Care Medicine, University of Groningen, University Medical Center Groningen, Groningen, Netherlands
| | - Michiel Reneman
- Department of Rehabilitation Medicine, Center for Rehabilitation, University Medical Center Groningen, University of Groningen, Groningen, Netherlands
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van Houwelingen AH, Özaydin I, Wubbels T. An undergraduate course on pain: Its impact on students' empathy. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:559-567. [PMID: 37355385 DOI: 10.1016/j.cptl.2023.06.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/25/2022] [Revised: 05/11/2023] [Accepted: 06/14/2023] [Indexed: 06/26/2023]
Abstract
INTRODUCTION Empathy towards patients in pain involves an internal process in which both affective and cognitive processes in the observer are responsible for a final behavioral reaction. This study investigated the impact of an undergraduate elective course on pain on students' empathy in a mixed-method design. METHODS Undergraduate students of the elective course on pain (intervention group) as well as undergraduate students of a compulsory course on neuropharmacology (control group) completed the Dutch version of the Interpersonal Reactivity Index (IRI) questionnaire at the beginning and the end of the course. In addition, students' empathy in the intervention group was explored by content analysis of students' reflective writing assignments related to documentary films that were part of the course activities. RESULTS Twenty students (intervention group) and seven students (control group) completed both IRI questionnaires. IRI scores for subscales perspective taking, fantasy, and personal distress significantly increased over time more in the intervention group than in the control group (intervention x time interaction). Effect sizes (generalized eta squared) for these effects were 0.084, 0.041, and 0.139 for perspective taking, fantasy, and personal distress, respectively. The qualitative data revealed information on cognitive and affective responses, and to some extent behavioral responses. CONCLUSIONS Both IRI outcomes and analysis of the reflective assignments demonstrate that students' empathy increased during the course on pain. Further research should explore in-depth the effects of different documentaries in the course on students' empathy development and the long-term effect of the course on students' empathy.
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Affiliation(s)
- Adriana H van Houwelingen
- Department of Pharmaceutical Sciences, Faculty of Science, Utrecht University, Universiteitsweg 99, 3584 GC Utrecht, the Netherlands.
| | - Ilayda Özaydin
- Department of Pharmaceutical Sciences, Faculty of Science, Utrecht University, Universiteitsweg 99, 3584 GC Utrecht, the Netherlands.
| | - Theo Wubbels
- Department of Educational Sciences, Utrecht University, Heidelberglaan 1, 3584 CS Utrecht, the Netherlands.
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Yıldızeli Topçu S, Gök F. Pain Management Knowledge and Attitudes for Surgical Nursing Students. Pain Manag Nurs 2023:S1524-9042(23)00075-9. [PMID: 37045691 DOI: 10.1016/j.pmn.2023.03.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2022] [Revised: 03/13/2023] [Accepted: 03/14/2023] [Indexed: 04/14/2023]
Abstract
BACKGROUND Pain is considered as one of the most common factors that cause people to seek medical care. An important responsibility of health professionals is to manage pain, and nurses play a crucial role in it. Therefore, nursing students must have pain management knowledge and skills to fulfill this role. AIM The objective of the study was to examine pain management knowledge and attitudes of nursing students who had taken a surgical nursing course. METHODS This descriptive, cross-sectional study was conducted with volunteer second-year undergraduate nursing students (n = 260) from two universities in Turkey. The Knowledge and Attitudes Survey Regarding Pain and a student demographic information form were used for data collection. Data were analyzed with descriptive statistics, t test and variance analysis. RESULTS The mean score on the Knowledge and Attitudes Survey Regarding Pain was 6.78 ± 2.23. Of all the students, 48.8% reported that they only preferred pharmacologic treatments for pain management. The mean score on the Knowledge and Attitudes Survey Regarding Pain significantly differed in terms of the type of high school (p = .044) and the unit for clinical education (p = .025). CONCLUSIONS The students had a moderate mean score on the Knowledge and Attitudes Survey Regarding Pain. The students who graduated from high school and those who received their clinical education in cardiovascular and thoracic surgery units had significantly higher mean scores on pain management knowledge and attitudes.
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Affiliation(s)
- Sacide Yıldızeli Topçu
- Surgical Nursing Department, Faculty of Health Sciences, Trakya University, Edirne, Turkey
| | - Fadime Gök
- Surgical Nursing Department, Faculty of Health Sciences, Pamukkale University, Denizli, Turkey.
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Grey C. A review of chronic pain education for UK undergraduate nurses. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2023; 32:188-192. [PMID: 36828570 DOI: 10.12968/bjon.2023.32.4.188] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/26/2023]
Abstract
Chronic pain is a common complaint within health care and staff can face difficulties in caring for affected patients. It has been recommended that training in chronic pain should be within health professionals' educational curriculum. However, despite this recommendation and a free pain curriculum being available, undergraduate nursing courses still have a low number of hours dedicated to pain education. Factors that affect undergraduate nurses are: disparity about whether pain should be taught by theoretical content in the university or by health professionals in clinical placements, the movement towards interprofessional learning in an already crowded curriculum, and the lack of clarity about how to assess students on their knowledge. This review recommends that chronic pain needs to be specifically defined as a learning outcome with a recognised assessment on a generic undergraduate nursing module to ensure all students are exposed to it.
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Affiliation(s)
- Clare Grey
- Senior Lecturer, School of Nursing, Kingston University, Kingston Upon Thames
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Helms J, Frankart L, Bradner M, Ebersole J, Regan B, Crouch T. Interprofessional Active Learning for Chronic Pain: Transforming Student Learning From Recall to Application. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231221950. [PMID: 38152832 PMCID: PMC10752086 DOI: 10.1177/23821205231221950] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/15/2023] [Accepted: 12/05/2023] [Indexed: 12/29/2023]
Abstract
Chronic pain (CP) affects over 50 million Americans daily and represents a unique challenge for healthcare professionals due to its complexity. Across all health professions, only a small percentage of the curriculum is devoted to treating patients with CP. Unfortunately, much of the content is delivered passively via lecture without giving students an opportunity to practice the communication skills to effectively treat patients in the clinic. An interprofessional team of health educators identified 5 essential messages that students frequently struggle to convey to patients with CP. Those messages were based on interprofessional and profession-specific competencies to treat patients with CP from the International Association for the Study of Pain. The 5 messages highlighted the importance of (1) therapeutic alliance, (2) consistent interdisciplinary language, (3) patient prognosis, (4) evidence for pain medicine, surgery, and imaging, and (5) early referral to the interprofessional team. For each message, the team summarized relevant research supporting the importance of each individual message that could serve as a foundation for didactic content. The team then developed active learning educational activities that educators could use to have students practice the skills tied to each message. Each learning activity was designed to be delivered in an interprofessional manner.
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Affiliation(s)
- Jeb Helms
- Department of Physical Therapy and Athletic Training, Northern Arizona University, Flagstaff, USA
| | - Laura Frankart
- Department of Pharmacotherapy & Outcomes Science, School of Pharmacy, Virginia Commonwealth University, Richmond, USA
| | - Melissa Bradner
- Department of Family Medicine and Population Health, Virginia Commonwealth University, Richmond, USA
| | | | - Beck Regan
- Virginia Commonwealth University, Richmond, USA
| | - Taylor Crouch
- Virginia Commonwealth University Health System, Richmond, USA
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Ten-year mixed-method evaluation of prelicensure health professional student self-reported learning in an interfaculty pain curriculum. Pain Rep 2022; 7:e1030. [PMID: 36128043 PMCID: PMC9478270 DOI: 10.1097/pr9.0000000000001030] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2022] [Revised: 04/21/2022] [Accepted: 06/01/2022] [Indexed: 11/26/2022] Open
Abstract
Introduction: Student perspectives on interprofessional pain education are lacking. Objectives: The purpose of this study was to evaluate ratings of knowledge acquisition and effective presentation methods for prelicensure health professional students attending the University of Toronto Centre for the Study of Pain Interfaculty Pain Curriculum (Canada). Methods: A 10-year (2009–2019) retrospective longitudinal mixed-methods approach comprising analysis and integration of quantitative and qualitative data sets was used to evaluate 5 core University of Toronto Centre for the Study of Pain Interfaculty Pain Curriculum learning sessions. Results: A total of 10, 693 students were enrolled (2009–2019) with a mean annual attendance of 972 students (±SD:102). The mean proportion of students rating “agree/strongly agree” for knowledge acquisition and effective presentation methods across sessions was 79.3% (±SD:3.4) and 76.7% (±SD:6.0), respectively. Knowledge acquisition or presentation effectiveness scores increased, respectively, over time for 4 core sessions: online self-study pain mechanisms module (P = 0.03/P < 0.001), online self-study opioids module (P = 0.04/P = 0.019), individually selected in-person topical pain sessions (P = 0.03/P < 0.001), and in-person patient or interprofessional panel session (P = 0.03). Qualitative data corroborated rating scores and expanded insight into student expectations for knowledge acquisition to inform real-world clinical practice and interprofessional collaboration; presentation effectiveness corresponded with smaller session size, individually selected sessions, case-based scenarios, embedded knowledge appraisal, and opportunities to meaningfully interact with presenters and peers. Conclusion: This study demonstrated positive and increasing prelicensure student ratings of knowledge acquisition and effective presentation methods across multifaceted learning sessions in an interfaculty pain curriculum. This study has implications for pain curriculum design aimed at promoting students' collaborative, patient-centered working skills. See commentary: Trouvin A-P. “Ten-year mixed method evaluation of prelicensure health professional student self-reported learning in an interfaculty pain curriculum”: a view on pain education. PAIN Rep 2022;7:e1031. Students attending learning sessions at the University of Toronto Interfaculty Pain Curriculum (2009–2019) in Toronto, Canada, self-report high ratings of knowledge acquisition and effective presentation methods.
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Augeard N, Bostick G, Miller J, Walton D, Tousignant-Laflamme Y, Hudon A, Bussières A, Cooper L, McNiven N, Thomas A, Singer L, Fishman SM, Bement MH, Hush JM, Sluka KA, Watt-Watson J, Carlesso LC, Dufour S, Fletcher R, Harman K, Hunter J, Ngomo S, Pearson N, Perreault K, Shay B, Stilwell P, Tupper S, Wideman TH. Development of a national pain management competency profile to guide entry-level physiotherapy education in Canada. Can J Pain 2022; 6:1-11. [PMID: 35036823 PMCID: PMC8757473 DOI: 10.1080/24740527.2021.2004103] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2021] [Revised: 11/04/2021] [Accepted: 11/05/2021] [Indexed: 12/30/2022]
Abstract
BACKGROUND National strategies from North America call for substantive improvements in entry-level pain management education to help reduce the burden of chronic pain. Past work has generated a valuable set of interprofessional pain management competencies to guide the education of future health professionals. However, there has been very limited work that has explored the development of such competencies for individual professions in different regions. Developing profession-specific competencies tailored to the local context is a necessary first step to integrate them within local regulatory systems. Our group is working toward this goal within the context of entry-level physiotherapy (PT) programs across Canada. AIMS This study aimed to create a consensus-based competency profile for pain management, specific to the Canadian PT context. METHODS A modified Delphi design was used to achieve consensus across Canadian university-based and clinical pain educators. RESULTS Representatives from 14 entry-level PT programs (93% of Canadian programs) and six clinical educators were recruited. After two rounds, a total of 15 competencies reached the predetermined endorsement threshold (75%). Most participants (85%) reported being "very satisfied" with the process. CONCLUSIONS This process achieved consensus on a novel pain management competency profile specific to the Canadian PT context. The resulting profile delineates the necessary abilities required by physiotherapists to manage pain upon entry to practice. Participants were very satisfied with the process. This study also contributes to the emerging literature on integrated research in pain management by profiling research methodology that can be used to inform related work in other health professions and regions.
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Affiliation(s)
- Nathan Augeard
- School of Physical and Occupational Therapy, McGill University, Montreal, Quebec, Canada
| | - Geoff Bostick
- Department of Physical Therapy, University of Alberta, Edmonton, Alberta, Canada
| | - Jordan Miller
- School of Rehabilitation Therapy, Queen’s University, Kingston, Ontario, Canada
| | - David Walton
- School of Physical Therapy, Western University, London, Ontario, Canada
| | | | - Anne Hudon
- School of Rehabilitation, Université de Montréal, Montreal, Quebec, Canada
| | - André Bussières
- School of Physical and Occupational Therapy, McGill University, Montreal, Quebec, Canada
| | - Lynn Cooper
- Canadian Injured Workers Alliance, Thunder Bay, Ontario, Canada
| | - Nicol McNiven
- Faculty of Health Sciences, University of Ottawa, Ottawa, Ontario, Canada
| | - Aliki Thomas
- School of Physical and Occupational Therapy, McGill University, Montreal, Quebec, Canada
| | - Lesley Singer
- School of Physical and Occupational Therapy, McGill University, Montreal, Quebec, Canada
| | - Scott M. Fishman
- Davis School of Medicine, University of California, Sacramento, California, USA
| | - Marie H. Bement
- Department of Physical Therapy, Marquette University, Milwaukee, Wisconsin, USA
| | - Julia M. Hush
- Department of Health Professions, Macquarie University, Sydney, New South Wales, Australia
| | - Kathleen A. Sluka
- Department of Physical Therapy and Rehabilitation Science, University of Iowa, Iowa City, Iowa, USA
| | - Judy Watt-Watson
- Lawrence S Bloomberg Faculty of Nursing, University of Toronto, Toronto, Ontario, Canada
| | - Lisa C. Carlesso
- School of Rehabilitation Science, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Sinead Dufour
- School of Rehabilitation Science, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Roland Fletcher
- Department of Physical Therapy, University of British Columbia, Vancouver, British Columbia, Canada
| | - Katherine Harman
- School of Physiotherapy, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Judith Hunter
- Department of Physical Therapy, University of Toronto, Toronto, Ontario, Canada
| | - Suzy Ngomo
- Department of Health Science, Université du Québec à Chicoutimi, Chicoutimi, Quebec, Canada
| | - Neil Pearson
- Department of Physical Therapy, University of British Columbia, Vancouver, British Columbia, Canada
| | - Kadija Perreault
- Department of Rehabilitation Science, Faculty of Medicine, Université Laval, Québec City, Quebec, Canada
| | - Barbara Shay
- Department of Physical Therapy, University of Manitoba, Winnipeg, Manitoba, Canada
| | - Peter Stilwell
- School of Physical and Occupational Therapy, McGill University, Montreal, Quebec, Canada
| | - Susan Tupper
- School of Rehabilitation Sciences, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
| | - Timothy H. Wideman
- School of Physical and Occupational Therapy, McGill University, Montreal, Quebec, Canada
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Recommendations for a Pediatric Pain Education Curriculum for Physical and Occupational Therapists: Scoping Review and Survey. CHILDREN-BASEL 2021; 8:children8050390. [PMID: 34068213 PMCID: PMC8153113 DOI: 10.3390/children8050390] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/13/2021] [Revised: 05/08/2021] [Accepted: 05/11/2021] [Indexed: 11/17/2022]
Abstract
Specialization training for physiotherapists, occupational therapists, and sports therapists involved in pediatric pain is scarce and curricula are rarely published. The objectives of this study are twofold: firstly, to perform a scoping review to derive important contents for a pediatric pain education curriculum for specialized pain therapists. Secondly, to conduct a survey on specific contents in curricula currently used by pain experts and to obtain their evaluation regarding the importance of such contents for a specialized curriculum. The review substantiated the importance of a specific curriculum in pediatric pain education, but provided little information on adequate contents. In the survey, 45 experts in pediatric pain education confirmed that specific curricula and specialized contents for pediatric pain education are missing. Their answers give a well-defined picture of the specifics needed in the interaction with a pediatric population. The most important items they classified were e.g., the biopsychosocial framework and the impact of pediatric pain on daily life. Those expert ratings were in line with the recommendations of pediatric pain management guidelines. Further curriculum work in an interdisciplinary, international network is highly recommended.
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