Educating registered nursing and healthcare assistant students in community-based supportive care of older adults: A mixed methods study

Abstract

Collaborative education for nursing and healthcare assistant students can enhance self-perceived knowledge and competence in supportive care of adults with advanced chronic illness. An innovative clinical experience can maximize reciprocal learning while providing nursing services to a population that is not receiving home-based care.

Outcomes of collaborative and interdisciplinary palliative education for health care assistants: A qualitative metasummary

“…Most authors used a pre‐test/post‐test design to measure outcomes (Table ). Changes in system or organizational policies were assessed in five studies; patient outcomes were assessed in only one study (Pesut, McLean, et al, ). Sustainability of knowledge gains or sustainability of skills put into practice was measured in five studies.…”

“…Most authors reported what the participants perceived as outcomes for patients and families. Patients were recruited as informants in only one study (Pesut, McLean, et al, ). Changes to patient and family related policies were a direct result of the educational intervention in two other studies (Curry et al, ; Phillips et al, ).…”

“…All data collection methods, however, were designed to elicit subjective selfreport of change in knowledge or confidence, or perceived changes in attitude or practice. The only exception was Long (2013) outcomes were assessed in only one study (Pesut, McLean, et al, 2015). Sustainability of knowledge gains or sustainability of skills put into practice was measured in five studies.…”

“…Perceptions of Enhanced Knowledge, Competence or ConfidenceIncreased knowledge of end-of-life careCurry et al (2009),Dobie et al (2016),Dryden and Addicott (2009),Finnerty and Gregory (2010),Hockley (2014),Lange et al (2011),Long (2013),Pesut, McLean, et al (2015),Pesut, Potter, et al (2015),Phillips et al (2008),Quinn et al (2008) 73% Increased confidence in their roleCurry et al (2009),Dobie et al (2016),Dryden and Addicott (2009), Hockley (2014),Jenkins et al (2010),Kortes-Miller et al (2007),Lange et al (2011),Pesut, McLean, et al (2015),Phillips et al (2008),Potter et al (2015),Quinn et al (2008) 73% Empowered staff/participants to be advocatesCurry et al (2009),Finnerty and Gregory (2010),Pesut, McLean, et al (2015),Pesut, Potter, et al (2015),Phillips et al (2008) 33%Increased self-reported competence to provide palliative carePesut, McLean, et al (2015),Pesut, Potter, et al (2015),Phillips et al (2008) 20% Improved understanding of palliative care concepts Finnerty and Gregory (2010), Hockley (2014), Phillips et al (2008) 20%Increased knowledge in disease managementPesut, McLean, et al (2015),Pesut, Potter, et al (2015) 13%Greater awareness of who palliative care should be forFinnerty and Gregory (2010), Quinn et al Psychosocial/Emotional Effects of Education Reduced care worker fear of caring for dying persons Hockley (2014), Potter et al (2015), Phillips et al . (2009), Dobie et al (2016), Hockley (2014), Lange et al (2011), Pesut, McLean, et al (2015), Pesut, Potter, et al (2015), Phillips et al (2008), Potter et al (2015), Quinn et al (2008) 60% Improved collaboration between health care staff Dryden and Addicott (2009), Hockley (2014), Pesut, Mc...…”

Host Agency Perspectives on Facilitating Community-Based Clinical Experiences for Nursing Students

“…Gaberson et al (2015) described the benefits to the community as having control over the service provided and the recipients of service becoming better able to serve themselves and be served by their own actions. In a project that involved nursing students conducting home visits with people with chronic life-limiting conditions, clients reported they learnt from the students and benefited from their visits (Pesut et al, 2015). Benefits to students included the development of skills in communication, critical thinking, and collaboration.…”