An Interprofessional Education Simulation Workshop: Health Professions Learning Palliative Care Communication

Bradway, Christine; Cotter, Valerie T.; Darrah, Neha J.; Gibbs, Varleisha D.; Hadley, Diane; Kim, Eun Hae; LaMarra, Denise; Packel, Lora; Westcott, Amy M.

doi:10.3928/01484834-20180720-08

Cited by 20 publications

(7 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The participants have found that the simulations have increased their confidence in their own skills (Hovland et al., 2018; Jakobsen et al., 2018; Smith et al., 2018) and helped them prioritize patient needs (Roberts & Goodhand, 2018; Smith et al., 2018). Simulations have also allowed the participants to increase their understanding of the roles and responsibilities of other professionals (Bradway et al., 2018; Costello et al., 2018; Pinto et al., 2018; Wietholter et al., 2017; Zamjahn et al., 2018). Furthermore, interprofessional simulations have developed the participants’ leadership skills (Jakobsen et al., 2018; Pinto et al., 2018) and improved their stress management ability (Jakobsen et al., 2018).…”

Section: Introductionmentioning

confidence: 99%

Interprofessional learning in social and health care—Learning experiences from large‐group simulation in Finland

et al. 2020

View full text Add to dashboard Cite

The health problems of clients and patients are becoming more and more complex. The health sector is undergoing continuous changes, involving increasingly diverse health environments and situations. As a result, there is an increasing need for multiprofessional cooperation, communication and the combination of knowledge and expertise. This enables meeting today's challenges through the special competence of different professionals and producing good and safe care for clients and patients (Labrague, McEnroe-Petitte, Fronda,

show abstract

Section: Introductionmentioning

confidence: 99%

Interprofessional learning in social and health care—Learning experiences from large‐group simulation in Finland

et al. 2020

View full text Add to dashboard Cite

show abstract

“…General skills mainly include teamwork, communication, and listening skills. Since palliative and end-of-life care requires a multi-disciplinary team (Hall et al, 2011), the importance of developing teamwork skills was discussed in five papers (Bradway et al, 2018;Bye et al, 2009;Dando et al, 2012;Kaasalainen et al, 2015;Noble et al, 2018), and four papers recognized that each team member needs to be knowledgeable about the roles of other healthcare professionals (Dando et al, 2012;Meredith, 2010;Noble et al, 2018;Wittenberg-Lyles et al, 2014). Healthcare professionals should be able to consult or refer clients to other healthcare professionals and palliative and end-of-life care specialists when necessary (Maher and Mitchell, 2013;Noble et al, 2018).…”

Section: Thematic Analysismentioning

confidence: 99%

“…According to many authors, palliative and endof-life care requires specialized skills, such as communication and listening skills in a context of terminal illness, and how to address psychosocial and spiritual needs (Davis et al, 2013;Dawson and Barker, 1995;Morales-Mart ın et al, 2012;Wilding, 2015;Wittenberg-Lyles et al, 2014). Four papers emphasized that all healthcare professionals who work with dying people should master these skills (Bradway et al, 2018;Bye et al, 2009;Davis et al, 2013;Wittenberg-Lyles et al, 2014).…”

Section: Thematic Analysismentioning

confidence: 99%

“…Moreover, Wittenberg-Lyles et al (2014) have mentioned that interprofessional courses could be a good way for occupational therapists to learn communication and listening skills. Interprofessional courses along with practical scenarios could be a way to teach teamwork skills (Bradway et al, 2018) and the roles of each healthcare professional (Kaasalainen et al, 2015;Noble et al, 2018).…”

Section: Thematic Analysismentioning

confidence: 99%

See 1 more Smart Citation

Occupational therapy training on palliative and end-of-life care: Scoping review

Talbot-Coulombe

Guay

2020

British Journal of Occupational Therapy

View full text Add to dashboard Cite

Introduction While occupational therapists promote quality of life enabling occupation, many receive little to no training on palliative and end-of-life care. This study synthesizes relevant literature to find out what is known about training for them on this matter. Methods A scoping review using Arksey and O’Malley’s five-stage framework exploring literature on palliative and end-of-life care training in occupational therapy (French or English; undergraduate or graduate). The first author screened the titles, abstracts, and keywords and selected literature to be read by the teams to extract and include relevant knowledge. Corroborated thematic analysis synthesized the findings. Result Out of the 384 publications initially identified, 25 were included in the review. To be trained in palliative and end-of-life care, occupational therapists have to (a) be exposed to knowledge on specific (b) topics required for competent practice using (c) educational strategies supporting learning about palliative and end-of-life care. Conclusion Whereas introductory-level knowledge of palliative and end-of-life care should be offered to all students, advanced training should allow occupational therapists to master the philosophy of this type of care, deepen the understanding of topics such as being confronted with death, and empower them to advocate for their unique contribution.

show abstract

“…Structures used in the acute care setting include but are not limited to: a) Five Wishes (agingwithdignity. org) 100,101 , b) Respecting Choices ® (respectingchoices.org) 77,101,102 , c) the Chronic Care Model which is used also in the acute care setting within the care continuum [103][104][105] , d) components for early integrated PC consultations 106 , e) Clinical Practice Guidelines for Quality Palliative Care in oncology 62 which includes a guidance regarding anticipated disease trajectory and prognosis, f) concurrent or simultaneous care, 14,45,107,108 and g) the "SENS-structure" (which stands for Symptoms, Expectations and end-of-life decisions, Network and Support of the network). 109,110 These structures support the decision making process by anticipating future treatment and care options (ACP), and communicating these through e.g.…”

Section: Guiding Structures For Assessment Planning and Management In Palliative Care Including Advance Care Planningmentioning

confidence: 99%

Early integrated palliative care in the acute care setting

Fliedner¹

View full text Add to dashboard Cite

published version features the final layout of the paper including the volume, issue and page numbers. Link to publication General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain Advance Care Planning as one part of Early integrated Palliative CareIn relation to the case report, although the stage of Mr. T's cancer was no longer amenable to curative treatment, and the patient raised concerns about his future, the oncologist felt that it was too early for the patient to get involved in questions around treatment and care decisions including ACP conversations. The question "what shall we do in case of…" was not thoroughly discussed by the oncologist.Early integrated PC into chronic life-limiting disease trajectories necessitates the timely definition of a treatment and care plan. An essential part of EPC is engaging early in the ACP discussions taking into consideration a holistic assessment about patients' physical, psychological, social, and spiritual well-being. 71 Advance Care Planning can be defined as a process that helps to make sure that patients "… receive medical care that is consistent with their values, goals and preferences during serious and chronic illness." 12(p.826) There still exists ambiguity about the terms that are used for the ongoing process of planning and decision making for future treatment and care between patients and healthcare professionals as one part of EPC. The literature uses both terms "goals of care" (GOC) or "advance care planning" (ACP) to cover what is meant by discussing what is most important for patients with a life-limiting disease towards healthcare decision making. This interrelation between the two terms can often be found in the literature on tools for and outcomes of decisive discussion with patients about the question "what to do if…". 72 Conversations about GOC are often regarded as discussing and aligning treatment and care decisions in an actual clinical situation. 73 The discussion should be based on patients' values and beliefs that might impact the decision towards future treatment and care 74 and may be revisited as the patient's health and care situation changes. 12,75 In this thesis the author refers to the process of ACP that supports and enables patients at any age or stage of health in understanding and sharing their personal values, life goals, and preferences regarding well-considered future treatment and care wishes. 12,76,77 Clinically, ACP is designated to anticipate potential complications and to agree on individually adapted therapeutic actions including but not limited to withdrawa...

show abstract

An Interprofessional Education Simulation Workshop: Health Professions Learning Palliative Care Communication

Abstract: Additional research is needed regarding longitudinal curricular efforts and direct patient care outcomes. [J Nurs Educ. 2018;57(8):493-497.].

Cited by 20 publications

References 9 publications

Interprofessional learning in social and health care—Learning experiences from large‐group simulation in Finland

Interprofessional learning in social and health care—Learning experiences from large‐group simulation in Finland

Occupational therapy training on palliative and end-of-life care: Scoping review

Early integrated palliative care in the acute care setting

Contact Info

Product

Resources

About