Enhancing clinical practice in the management of distress: The Therapeutic Practices for Distress Management (TPDM) project

McLeod, Deborah; Esplen, Mary Jane; Wong, Jiahui; Hack, Thomas F.; Fillion, Lise; Howell, Doris; Fitch, Margaret I.; Dufresne, Julie

doi:10.1002/pon.4831

Cited by 14 publications

(9 citation statements)

References 30 publications

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“…While the score of confidence was associated with years of professional experience, it was not associated with clinical knowledge of CPGs following the programs. On the contrary, an education program using case‐based learning and supervision over time increased confidence as well as knowledg e 8 . Evidence‐based medicine, which the CPGs are intended to support, relies on the expertise of medical practitioners 9,10 .…”

Section: Discussionmentioning

confidence: 99%

“…On the contrary, an education program using case‐based learning and supervision over time increased confidence as well as knowledg e . 8 Evidence‐based medicine, which the CPGs are intended to support, relies on the expertise of medical practitioners. 9 , 10 In other words, clinical experience is a prerequisite for the optimal use of the probabilistic recommendations provided by the CPGs in practice.…”

Section: Discussionmentioning

confidence: 99%

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Subjective assessment of participants in education programs on clinical practice guidelines in the field of psychiatry

Ogasawara

Numata

Hasegawa

et al. 2022

Neuropsychopharm Rep

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The Effectiveness of Guidelines for Dissemination and Education in psychiatric treatment (EGUIDE) project, which is a nationwide dissemination and implementation program for clinical practice guidelines (CPGs) in the field of psychiatry, is currently ongoing. In the current study, a subjective assessment of the participants in the EGUIDE programs was assessed using a questionnaire. Then, the relationships between the subjective assessment, the characteristics of the participants, and the clinical knowledge of the CPGs were evaluated. More than 90% of the participants gave a high rating for the components of content, recommendation, knowledge, skill, and adherence, but not for the component of confidence. A positive correlation was found between years of professional experience and the score of confidence. These results suggest that it may be necessary to apply the knowledge and skills of CPGs obtained in the education programs into practice to increase confidence in the proper use of psychiatric therapies based on CPGs.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Subjective assessment of participants in education programs on clinical practice guidelines in the field of psychiatry

Ogasawara

Numata

Hasegawa

et al. 2022

Neuropsychopharm Rep

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“…In Canada, this reality spawned a national training effort to instruct oncology nurses on how to respond therapeutically to patient reports of distress (anxiety, depression, fatigue, and pain). This comprehensive training program, including didactic online courses and reflective practice, significantly raised the confidence levels of nurses [25].…”

Section: Discussionmentioning

confidence: 99%

The patient needs assessment in cancer care: identifying barriers and facilitators to implementation in the UK and Canada

Williamson

Hack

Bangee

et al. 2020

Support Care Cancer

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Purpose Personalised information and support can be provided to cancer survivors using a structured approach. Needs assessment tools such as the Holistic Needs Assessment (HNA) in the UK and the Comprehensive Problem and Symptom Screening (COMPASS) questionnaire in Canada are recommended for use in practice; however, they are not widely embedded into practice. The study aimed to determine the extent to which nurses working in cancer care in the UK and Manitoba value NA and identify any barriers and facilitators they experience. Method Oncology nurses involved in the care of cancer patients in the UK (n = 110) and Manitoba (n = 221) were emailed a link to an online survey by lead cancer nurses in the participating institutions. A snowball technique was used to increase participation across the UK resulting in 306 oncology nurses completing the survey in the UK and 116 in Canada. Results Participants expressed concerns that these assessments were becoming bureaucratic “tick-box exercises” which did not meet patients’ needs. Barriers to completion were time, staff shortages, lack of confidence, privacy, and resources. Facilitators were privacy for confidential discussions, training, confidence in knowledge and skills, and referral to resources. Conclusion Many busy oncology nurses completed this survey demonstrating the importance they attach to HNAs and COMPASS. The challenges faced with implementing these assessments into everyday practice require training, time, support services, and an appropriate environment. It is vital that the HNA and COMPASS are conducted at optimum times for patients to fully utilise time and resources.

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“…37 Stakeholder engagement is associated with higher uptake and completion rates of educational interventions. 37,40,44,45 APAM was led by an experienced clinical nurse specialist, a nurse peer with recognized expertise. The facilitation was well received and important in transmitting factual, conceptual, and theoretical knowledge alongside clinical experiences into discussions.…”

Section: Discussionmentioning

confidence: 99%

Addressing Educational Needs in Managing Complex Pain in Cancer Populations: Evaluation of APAM: An Online Educational Intervention for Nurses

Leung

Wong

Kiteley

et al. 2019

Am J Hosp Palliat Care

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Context: Cancer-related pain is associated with significant suffering and is one of the most challenging symptoms to manage. Studies indicate that front-line clinicians often lack the knowledge on best practices in cancer pain management. Objectives: The current project, a quality improvement (QI) initiative, evaluated the outcome of an online educational intervention for nurses on complex cancer pain management. Methods: An online 7-module educational intervention, Advanced Pain Assessment and Management, was offered from 2012 to 2017. Pre-post course evaluations included self-reported knowledge and confidence across cancer pain management domains. In-course competency assessments included knowledge examination, online discussion forum participation, opioid dosage calculation assignment, and small-group-based case study. A mixed-model statistical analysis was used to assess pre-post course change in pain management confidence level. Results: In all, 306 nurses from 89 hospitals in Ontario, Canada, were enrolled in the course; 81.4% returned the precourse survey and 71.9% successfully completed the course. The average confidence level on pain management was low at baseline (57.5%) but improved significantly post-course. Incourse competency assessments ranged from 81% to 89%. Mixed-model results showed post-course improvements in confidence levels, independent of sociodemographic background, clinical role, and professional educational level. Nurses with longer years of practice and more cancer cases reported greater confidence. Conclusion: A facilitator-led online educational intervention focusing on complex cancer pain management can significantly improve nurses' knowledge, confidence, and skills. Low baseline knowledge among nurses highlights the pressing need for health-care organizations to implement cancer pain management training as an integral part of health-care QI initiative.

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Enhancing clinical practice in the management of distress: The Therapeutic Practices for Distress Management (TPDM) project

Abstract: A tailored education program using case-based learning and supervision over time improves knowledge and practice among front line clinicians. The findings have implications for quality improvement in cancer care.

Cited by 14 publications

References 30 publications

Subjective assessment of participants in education programs on clinical practice guidelines in the field of psychiatry

Subjective assessment of participants in education programs on clinical practice guidelines in the field of psychiatry

The patient needs assessment in cancer care: identifying barriers and facilitators to implementation in the UK and Canada

Addressing Educational Needs in Managing Complex Pain in Cancer Populations: Evaluation of APAM: An Online Educational Intervention for Nurses

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