Education and training in palliative care

Nurses' views and applications on palliative care

PURPOSE

This study was carried out descriptively to determine the view and applications about pallative care of nurses working in a university hospital.

DESIGN AND METHODS

The data were collected with the questionnaire form: "Individual Information Form" and "Views and Appllications on Palliative Care," created by the researchers in line with the literature.

FINDINGS

A total of 96.6% of the nurses evaluated the scope of palliative care as pain relief, and the most common difficulties in care were identified as bad news (88.1%). In all, 22.0% of the nurses talked to the patient and their family about death.

PRACTICE IMPLICATIONS

It is thought that the majority of nurses are not trained in palliative care and their opinions about palliative care are affected by this situation.

Attitude change and increased confidence with management of chronic breathlessness following a health professional training workshop: a survey evaluation

BACKGROUND

Clinicians and people living with chronic breathlessness have expressed a need to better understand and manage this symptom. The aim of this study was to evaluate a 3-day health professional training workshop on the practical management of chronic breathlessness.

METHODS

Workshop design and delivery were based on current understandings and clinical models of chronic breathlessness management, principles of transformative learning, and included sessions co-designed with people living with breathlessness. Registrants were invited to complete pre and post-workshop surveys. Pre and 1-week post-workshop online questionnaires assessed familiarity and confidence about workshop objectives (0[lowest]-10[highest] visual analogue scale), attitudes and practices regarding chronic breathlessness (agreement with statements on 5-point Likert scales). Post-workshop, participants were asked to describe implementation plans and anticipated barriers. Baseline familiarity and confidence were reported as mean (SD) and change examined with paired t-tests. Pre-post attitudes and practices were summarised by frequency/percentages and change examined non-parametrically (5-point Likert scale responses) or using a McNemar test of change (binary responses).

RESULTS

Forty-seven of 55 registrants joined the study; 39 completed both pre and post-workshop questionnaires (35 female; 87% clinicians; median 8 years working with people with chronic breathlessness). Post-workshop, greatest gains in confidence were demonstrated for describing biopsychosocial concepts unpinning chronic breathlessness (mean change confidence = 3.2 points; 95% CI 2.7 to 4.0, p < 0.001). Respondents significantly changed their belief toward agreement that people are able to rate their breathlessness intensity on a scale (60 to 81% agreement) although only a minority strongly agreed with this statement at both time points (pre 11%, post 22%). The largest shift in attitude was toward agreement (z statistic 3.74, p < 0.001, effect size r = 0.6) that a person's experience of breathlessness should be used to guide treatment decisions (from 43 to 73% strong agreement). Participants' belief that cognitive behavioural strategies are effective for relief of breathlessness changed further toward agreement after the workshop (81 to 100%, McNemar test chi- square = 5.14, p = 0.02).

CONCLUSION

The focus of this training on biopsychosocial understandings of chronic breathlessness and involvement of people living with this symptom were valued. These features were identified as facilitators of change in fundamental attitudes and preparedness for practice.

Palliative care nursing education features more prominently in 2015 than 2005: Results from a nationwide survey and qualitative analysis of curricula

BACKGROUND

Making palliative care accessible to all citizens who are in need of this type of care requires effective policies and education. Moreover, healthcare professionals have an ethical and legal responsibility to ensure quality palliative care. Nevertheless, palliative care has had traditionally a limited emphasis in healthcare professionals' undergraduate education.

AIM

To study the current status of palliative care education in nursing undergraduate curricula and compare 2005 and 2015 findings.

DESIGN

An online survey was sent to all state schools providing nursing undergraduate education in Portugal (N = 21). The survey assessed if and how palliative care was included in the curricula, and whether or not national and international recommendations for palliative care nursing education were followed. Further analysis included the content of available curricula/syllabi.

SETTING/PARTICIPANTS

A total of 19 schools completed the survey (90% of response rate). These institutions are geographically dispersed and representative of state nursing educational institutions in Portugal.

RESULTS

In 2015, all participant schools integrated palliative care in their curricula; nine schools had palliative care as an independent curricular unit (an 800% increase compared to 2005). While in 2005, only 14 out of 23 (61%) schools included palliative care explicitly in their curricula; in 2015, all 19 participant schools did so. National and international recommendations were followed.

CONCLUSION

The inclusion of palliative care within nursing undergraduate curricula strongly increased from 2005 to 2015. Further research is needed to understand the contribution of education in the access, care provision, quality and development of palliative care in this country.

[Palliative care support teams and the commitment of primary care teams to terminally ill patients in their homes]

OBJECTIVE

To find out if the activity of palliative care support teams (PCST) does not negatively influences the performance of the primary care "care of terminally ill patients" service.

PARTICIPANTS

Terminally ill patients cared for at home.

DESIGN

Multicentre observational study.

MAIN MEASUREMENTS

The observed variable is the increase in the number of registered patients in primary care, and the number of patients covered between the years 2002 and 2003 and the 4 intervention variables are: total visits, joint visits, assessments, and teaching sessions.

RESULTS

The number of patients covered in 2002 was 41.19%, increasing to 45.44% in 2003. The activity rate of the PCST for each 100 000 inhabitants was 526 home visits in 2003, 86.15 joint visits, 313.68 professional assessments, and 23.14 teaching sessions. The joint visits and the teaching sessions were strongly associated with an improvement in the coverage of primary care (Pearson correlation of 0.784 and 0.759, respectively). The total visits were moderately associated (0.525) and the assessments were weakly associated (0.245).

CONCLUSIONS

Joint visits and teaching sessions of a PCST are associated to an increase in the activity of primary care teams. Assessments and total visits did not have a negative influence.

Using the arts and humanities to support learning about loss, suffering and death

In this article, the benefits of using the arts and humanities as teaching and learning strategies are explored. Their contribution to undergraduate nursing curricula, as a means of promoting a deeper understanding of the experiences of loss, suffering and death, cannot be undervalued. They need to be present equally alongside the physical and social sciences in nursing curricula. More than ever, is the need for all undergraduate nursing students to participate in self-reflection of these experiences, in order that they may meet the needs of their patients and families adequately, in a range of healthcare settings.

Group supervision to support competency development in palliative care in Norway

AIM

to develop and evaluate a model of supervision created to provide continuous support throughout a 2-year postgraduate education programme.

METHODS

twenty-five students attending the first 2-year postgraduate course in palliative care at the University College, Buskerud, Norway took part in a prospective study. A questionnaire was administered on five occasions: on commencement of studies, after 6 months, 12 months, 18 months and at the end of the programme. Student statements were analysed using methods of qualitative content analysis.

RESULTS

students' appreciation of the value of supervision increased from the first to the last recording. Reflection and dynamic dialogue during group supervision were reported to be well-suited as methods of support in the development of insight into palliative care, integration of theory and practice, and development of skills.

CONCLUSION

students stated that supervision confirmed knowledge, gave meaning and increased self-awareness in palliative care.