Necessary but not yet sufficient: a survey of aged residential care staff perceptions of palliative care communication, education and delivery

Frey, Rosemary; Boyd, Michal; Foster, Susan; Robinson, Jackie; Gott, Merryn

doi:10.1136/bmjspcare-2015-000943

Cited by 19 publications

(18 citation statements)

References 33 publications

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“…Besides, in another conducted study, it was emphasized that the training of the staff about PC was needed in order to improve the quality of maintenance [18].…”

Section: Discussionmentioning

confidence: 99%

The views of nurses working at palliative care centers about palliative care and the influence of education on their knowledge level

Dinçer¹,

Torun²

2017

Med-Science

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This study is conducted as a qualitative research in order to determine the effect of education on knowledge level and attitudes of nurses about palliative care (PC). 42 nurses participated in this work voluntarily. Open-ended questions are used in order to measure the knowledge level and attitudes of the nurses about the palliative care. 10 open-ended questions are asked to participants before training (both theoretical and practical training), and 12 open-ended questions are asked after training. The obtained data are subjected to thematic analysis. 6 main themes are found out as a result of the study: "The Meaning of Palliative", "Improving the Quality of Life", "A Great Part of Care: Patient's Family/Relatives", "Incompletenesses", "Communication and Colloboration" and "Difficulties". Before and after the training, differences are seen in the knowledge level and attitudes of the participants in palliative care, in the sub-categories of the meaning of the palliative care and in improving the quality of life and in the category of ethical dilemmas. As a result, it is observed that the knowledege level of the nurses working in the palliative care centers (PCCs) has improved and developed after the training program. Palliative care has an important place in maintaining the integration of palliative care to health care services.

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“…Besides, in another conducted study, it was emphasized that the training of the staff about PC was needed in order to improve the quality of maintenance [18].…”

Section: Discussionmentioning

confidence: 99%

The views of nurses working at palliative care centers about palliative care and the influence of education on their knowledge level

Dinçer¹,

Torun²

2017

Med-Science

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“…(Frey, ). HCAs play a critical role in the care of people who are often not able to verbalise their own care needs (Elliott, ; Frey, ; Fryer, ). In New Zealand, as internationally, the HCA workforce is poorly remunerated (Meagher, ; Secrest, ) and ethnically diverse (59% European, 12% Maori, 15% Pacific Island, 22% Asian and 3% other).…”

Section: Introductionmentioning

confidence: 99%

“…While in‐service education interventions have been developed in many countries (Sung, Chang, & Tsai, ), most HCAs learn to care for older people “on the job” and develop their skills and knowledge from experience and observation of their colleagues (Frey, ). Clinical educational interventions for HCAs often face organisational barriers such as time pressures and low staffing levels (Frey, ). It is within this context that the aim of the research presented in this paper is to explore whether the education HCAs receive related to working with people with dementia equips them with the necessary skills to care for this particular group of residents in a person‐centred way.…”

Section: Introductionmentioning

confidence: 99%

Patient‐centred care training needs of health care assistants who provide care for people with dementia

Foster

Balmer

Gott

et al. 2019

Health Soc Care Community

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It is well documented that Health care assistants (HCAs) provide the most hands‐on care to residents in aged care facilities, and play a critical role in the provision of care to dementia residents. Over the last 25 years, a philosophy of person‐centred care has become the preferred approach to care and this has meant that HCAs are encouraged to get to know the resident very well. This paper reports the experiences of HCAs in caring for people at end‐of‐life, identifies the skills required for their work and examines the education provided against these skills. Semi‐structured interviews were conducted in 49 facilities (n = 34) across New Zealand and data analysed thematically, with the aim of critically examining the adequacy of education for health care assistants which meets their needs within a person‐centred environment. The results confirm that the skills include traditional tasks of care (showering, feeding, toileting, and dressing) but the increasingly important communication and de‐escalation skills, both verbal and non‐verbal, have become central to their care skills. Education provided has not sufficiently shifted focus to include these more complex skills. Provision of educations that acknowledges the increased complexities of their role needs to be provided. As well, facilities need to be challenged to reconsider the HCA's position in the facility care tem.

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“…Staff education and greater interaction with hospice are linked to improved end of life care in LTCF, including symptom assessment and management (Miller et al 2002). Developed from prior research (Frey et al 2015b(Frey et al , 2016, the Supportive Hospice and Aged Residential Exchange (SHARE) model ) is designed to (1) improve integration between specialist palliative care services offered by hospice and LTCF's, (2) aid the development of staff in-house expertise in palliative care delivery, (3) provide an ongoing feedback mechanism for facilities to identify areas of service delivery in need of improvement, (4) increase hospice nurses' (palliative care nurse specialists) gerontology/frailty care knowledge and expertise (Figure 1 SHARE model). SHARE was implemented for 1 year in 20 LTCF's across two district health boards.…”

Section: Introductionmentioning

confidence: 99%

Implementation of palliative care educational intervention in long-term care: a qualitative multi-perspective investigation

Frey

Balmer

Boyd

et al. 2019

Kōtuitui: New Zealand Journal of Social Sciences Online

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In industrialised countries, a large number of older adults with increasingly complex end of life care needs will die while in longterm care. It is essential that processes be in place to facilitate quality end of life care in these settings. In collaboration with two local hospices over the course of one year, we developed a new model of palliative care within long-term care-Supportive Hospice Aged Residential Exchange (SHARE). SHARE fostered knowledge exchange between hospice nurses and long-term care staff to improve palliative care delivery within 20 long-term care facilities (LTCF's). An in-depth qualitative investigation of the views of 59 healthcare professionals and 12 bereaved family members of residents, regarding SHARE implementation, was undertaken through semi-structured interviews. Transcripts were analysed thematically and mapped to the theoretical domains framework (TDF) in order to identify facilitators and challenges to SHARE implementation. Domains facilitating SHARE implementation provided benefits in terms of 'knowledge', 'skills development', and supported the mentoring and role modelling provided by the hospice. Challenges highlighted the resource constraints of the long-term care context. The use of the TDF has enabled the identification of essential components such as skills development, which facilitate the implementation of SHARE in LTCF's.

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Necessary but not yet sufficient: a survey of aged residential care staff perceptions of palliative care communication, education and delivery

Abstract: The study reveals an ongoing need for staff palliative care education. Results suggest the development of an integrated model of care which draws on both hospice and ARC staff expertise.

Cited by 19 publications

References 33 publications

The views of nurses working at palliative care centers about palliative care and the influence of education on their knowledge level

The views of nurses working at palliative care centers about palliative care and the influence of education on their knowledge level

Patient‐centred care training needs of health care assistants who provide care for people with dementia

Implementation of palliative care educational intervention in long-term care: a qualitative multi-perspective investigation

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