Multidisciplinary education in palliative care

MacLeod, Rod; Nash, Ann

doi:10.3109/13561829409010430

Cited by 13 publications

(5 citation statements)

References 3 publications

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“…33 Although a few palliative care education programs have applied multidisciplinary models with students of the health professions, 34-38 most target practitioners later in their professional trajectory. 17,32,39,40 Early exposure to multidisciplinary learning promotes professional development in interdisciplinary practice by shaping attitudes toward the value of collaboration and the contribution of other professionals to quality of care.…”

Section: Introduction P Atients Families and Health Care Profes-mentioning

confidence: 99%

Preparing Professionals for Family Conferences in Palliative Care: Evaluation Results of an Interdisciplinary Approach

Fineberg

2005

Journal of Palliative Medicine

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Background: Patients, families, and health care professionals recognize the need for better communication in palliative and end-of-life care. Family conferences are a powerful clinical tool for communicating with patients and family members. Although family conferences are often used in medical care, few clinicians are prepared to conduct them effectively. An innovative palliative care educational model that included specific attention to family conferences was developed and evaluated. To intervene early in the process of professional socialization, the interactive and interdisciplinary training included medical and social work students.Method: A quasi-experimental longitudinal design was employed to evaluate the educational intervention. Survey measures were administered before, immediately after, and three months after training. Questions addressed experience, education, and attitudes about family conferences. A standardized scale was used to measure change in students' confidence in their ability to lead family conferences.Results: For both professions, the intervention group demonstrated a significant increase in confidence in the ability to lead family conferences compared with the control group. Threemonth follow-up data suggested that subjects in the intervention group maintained these gains.Conclusion: This pilot intervention showed that an interdisciplinary educational approach improves confidence in the ability to lead family conferences when students are exposed early in the process of professional socialization. Early intervention increases the propensity and skills needed to conduct family conferences and advances communication in palliative care. Future research on interdisciplinary education should evaluate effects on clinical practice behaviors, satisfaction with communication and collaboration, and patients' and families' perceptions of quality of care.

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Section: Introduction P Atients Families and Health Care Profes-mentioning

confidence: 99%

Preparing Professionals for Family Conferences in Palliative Care: Evaluation Results of an Interdisciplinary Approach

Fineberg

2005

Journal of Palliative Medicine

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“…Hilton et al, 1995) and in palliative care (e.g. Macleod & Nash, 1994). The arguments for shared learning at undergraduate and postgraduate levels and in continuing professional development programmes are well rehearsed (e.g.…”

Section: Preparing Students For Contemporary Practice and Their Intermentioning

confidence: 98%

Student placements - is there evidence supporting team skill development in clinical practice settings?

Hilton

Morris

2001

Journal of Interprofessional Care

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This paper proposes the clinical setting as an ideal learning environment for the development of skills conductive to collaborative practice. The argument is supported by findings from a small evaluation study. One cohort of physiotherapy students (n = 43) were surveyed immediately prior to their graduation in 1997, regarding their experience of the availability and quality of interprofessional learning opportunities in the various clinical placement areas, that comprised the final and intensive component of their clinical education programme. Their perception of interprofessional learning processes and outcomes was explored and their views as to factors that facilitated or inhibited their learning elicited. Interprofessional learning opportunities were available across the practice spectrum with a slightly more positive 'snapshot' of collaborative practice in the acute sector depicted. Case conferences, team meetings, ward rounds and discharge planning were confirmed as important interprofessional learning activities. Innovative methods of promoting collaborative practice and prerequisite skills, used currently by therapists, acting as clinical educators, emerged as potential strategies for interprofessional clinical education. The importance of the educational skill and orientation of the clinical educator in nurturing team skills development in students was highlighted.

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“…Interprofessional educational programs in palliative care have also been developed. These include undergraduate and postgraduate programs in the United Kingdom, led notably by Frances Sheldon at the University of Southampton, and elsewhere (11)(12)(13).…”

Section: Interprofessional Learningmentioning

confidence: 99%

Assessing the Effectiveness and Acceptability of Interprofessional Palliative Care Education

Koffman

Higginson

2005

J Palliat Care

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Interprofessional education in health care in general and palliative care has been the focus of increasing attention in recent years. However, there is still controversy about its outcomes and few courses have been evaluated. The aims of this evaluation were to explore (1) the career progression of former students who attended an interprofessional MSc in palliative care; (2) the activities former students were engaged in as a result of attending the course; and (3) the experience of attending an interprofessional postgraduate course in palliative care. Former students who attended the course between January 1998 and January 2004 were surveyed using a postal questionnaire. Of the 56 students who completed the course, 44 (79%) responded; 23 (52%) were doctors, 20 (45%) nurses, and one an occupational therapist. Career progression was significant for doctors (Z=-2.08, p=0.04) and for nurses (Z=-2.4, p=0.017). Thirty-nine (89%) former students believed this was due to attending the course. Former students described a wide range of clinical, research, and service development activities they were involved in as a result of attending the course. Qualitative data highlighted the benefits of attending an interprofessional course where the following themes became evident: lateral thinking, challenging misconceptions, enhancing teamwork opportunities, and professional networks and confidence. Funding should be made available to extend interprofessional education to a wide range of professionals who care for patients with advanced disease and their families.

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Multidisciplinary education in palliative care

Cited by 13 publications

References 3 publications

Preparing Professionals for Family Conferences in Palliative Care: Evaluation Results of an Interdisciplinary Approach

Preparing Professionals for Family Conferences in Palliative Care: Evaluation Results of an Interdisciplinary Approach

Student placements - is there evidence supporting team skill development in clinical practice settings?

Assessing the Effectiveness and Acceptability of Interprofessional Palliative Care Education

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