Evaluation Tools for Interdisciplinary Palliative Care Learning Experiences: A Literature Review

Thiel, Meghan; Harden, Karen; Brazier, Lori-Jene; Marks, Adam; Smith, Michael A.

doi:10.1089/jpm.2019.0394

Cited by 10 publications

(11 citation statements)

References 16 publications

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“…These are currently under consideration by our team for future evaluation of our program. A literature reviewed executed by Thiel et al (2020) has identified the lack of evaluation tools to assess changes in clinicians’ knowledge, skills and attitudes related to palliative care after participating in interdisciplinary learning experiences 23 . An evaluation of the frequency of utilization of our education and clinical support tools by our emergency staff is proposed as a good starting point.…”

Section: Discussionmentioning

confidence: 99%

A Pivot to Palliative: An Interdisciplinary Program Development in Preparation for a Coronavirus Patient Surge in the Emergency Department

Dundin¹,

Siegert²,

Miller³

et al. 2020

Journal of Emergency Nursing

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The current literature on palliative care in the emergency department indicates the prominent need for emergency nurses and palliative care clinicians to better understand their respective roles and responsibilities to improve palliative care for ED patients. This article contributes a program template, process and educational and support resources for emergency nurses focused on improving palliative care in the emergency department during the coronavirus disease pandemic. Key implications for emergency nursing practice found in this article are the potential to tailor, replicate, and test our program to improve palliative care in other ED settings.

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Section: Discussionmentioning

confidence: 99%

A Pivot to Palliative: An Interdisciplinary Program Development in Preparation for a Coronavirus Patient Surge in the Emergency Department

Dundin¹,

Siegert²,

Miller³

et al. 2020

Journal of Emergency Nursing

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“…Each tool discovered in the literature was evaluated ( Table 1 ); however, no one tool was found to be adequate for interprofessional learners of clinical experiences. 12 Therefore, the team opted to create a new evaluation tool ( Appendix A1 ).…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, an interprofessional team began to create an online curriculum for all learners to engage with and sought out an evaluation tool to measure the change in knowledge, skills, and attitudes among interprofessional learners; when they did not find a fitting tool, created one themselves. 12 (Do) The pre-/post-test was administered primarily through e-mail and Qualtrics, with a few in paper form. Data were collected for a period of approximately six months.…”

Section: Discussionmentioning

confidence: 99%

“…Finally, the tool used to evaluate change in knowledge, skills, and attitudes based on the clinical experience with palliative care has not been validated. Although tools were examined in depth by this interprofessional team, 12 and this tool was developed out of that review, it has yet to be utilized in other clinical settings. Further exploration of this or other tools to evaluate interprofessional collaboration knowledge, skills, and attitudes in the clinical setting will be needed as this field continues to develop.…”

Section: Discussionmentioning

confidence: 99%

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Improving the Interdisciplinary Clinical Education of a Palliative Care Program through Quality Improvement Initiatives

Thiel

Harden

Brazier

et al. 2020

Palliative Medicine Reports

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Palliative care relies on a team approach to manage the complex needs of patients and families living with serious illness. This article describes an interprofessional team's aim to develop an interactive online curriculum in palliative care, with an emphasis on interprofessional education (IPE). The aim of the program is to address the need for formalized interprofessional palliative care education. The interdisciplinary team identified the need for formalized education efforts within our clinical space. To address the need, the team designed an online curriculum based in the core competencies of palliative care and IPE. A new model was established, with the themes of learning about ''people,'' learning the ''job,'' and learning ''respect.'' The team followed the plan-do-study-act model to guide their process. The newly developed interprofessional online curriculum was utilized by palliative care trainees from various disciplines and levels of education. Pre-and post-tests to measure the knowledge, behavior, attitudes, and skills needed for teamwork and core palliative care competencies were completed. Forty-three medical and nursing students, undergraduate and graduate, completed the pretest, and 32 students completed the post-test. Results indicate that learners are growing in interprofessional skills and attitudes, but not in formalized knowledge of palliative care as a result of their clinical experience. Results suggest that more formalized knowledge may need to be provided to learners who come to this clinical experience, which could be delivered through the online curriculum. The knowledge survey should also be re-evaluated for clarity and content.

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“…Competence level can be assessed in terms of objective knowledge, which is usually tested impartially discipline-specifically, and perceived knowledge which refers to subjective cognitive appraisals (Thiel et al, 2019). As EoLC competence involves a range of knowledge and attitudes which it might be difficult to capture by simple tests, many of the assessment tools used to measure professionals’ competence level in the existing literature involved self-reported or perceived competences (see review by Thiel et al, 2019). Subjective competence or perceived competence is a key psychological construct in an individual's motivation system and self-conception (Marsh et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Development and psychometric validation of a comprehensive end-of-life care competence scale: A study based on three-year surveys of health and social care professionals in Hong Kong

2020

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Objective This study aimed to develop an assessment tool measuring comprehensive interdisciplinary competence in end-of-life care (EoLC) and investigate its content, construct validity, reliability, and their correlates. Method Items of the Comprehensive End-of-Life Care Competence Scale (CECCS) were developed according to a comprehensive core competence framework in EoLC and refined by a multi-disciplinary panel of experts. The psychometric properties were further tested through region-wide surveys of self-administered questionnaires completed by health and social care professionals in Hong Kong. Results Participants comprised social workers, nurses, physicians, and allied health care professionals (445 participants in 2016, 410 in 2017, and 523 in 2018). Factor analysis validated the construct of the questionnaire which encompassed 26 items describing EoLC core competences in seven domains with satisfactory internal reliability (confirmatory factor analysis: χ2/df = 3.12, GFI = 0.85, TLI = 0.93, CFI = 0.94, RMSEA = 0.07; Cronbach's alphas ranged from 0.89 to 0.97): overarching value & knowledge, communication skills, symptom management, psychosocial and community care, end-of-life decision-making, bereavement care, and self-care. Higher perceived levels in these competences were correlated with a higher level of job meaningfulness and satisfaction (r ranged from 0.17 to 0.39, p < 0.01) and correlated with lower perceived stress (r ranged from –0.11 to –0.28, p < 0.05). Regression analysis found that age and work involvement in EoLC were positively associated with the perceived competences in all domains; professionals working in hospices reported higher levels of competence than workers in other settings; social workers showed lower perceived competences in symptom management, but higher levels in bereavement care than other health care professionals. Significance of results The validity and internal reliability of CECCS were demonstrated. The levels of perceived competences working in EoLC were significantly associated with professionals’ job-related well-being. Practically, there is still room for improvement in comprehensive competences among health and social care workers in Hong Kong.

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Evaluation Tools for Interdisciplinary Palliative Care Learning Experiences: A Literature Review

Cited by 10 publications

References 16 publications

A Pivot to Palliative: An Interdisciplinary Program Development in Preparation for a Coronavirus Patient Surge in the Emergency Department

A Pivot to Palliative: An Interdisciplinary Program Development in Preparation for a Coronavirus Patient Surge in the Emergency Department

Improving the Interdisciplinary Clinical Education of a Palliative Care Program through Quality Improvement Initiatives

Development and psychometric validation of a comprehensive end-of-life care competence scale: A study based on three-year surveys of health and social care professionals in Hong Kong

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