Responding to palliative care training needs in the coronavirus disease 2019 era: The context and process of developing and disseminating training resources and guidance for low- and middle-income countries from Kerala, South India

Daniel, Sunitha; Venkateswaran, Chitra; Sunder, Poornima; Nair, Sreeja C.; Chittazhathu, Rajashree K; Manuel, Anthea; Raghavan, Biju; Sunil, M. M.; Rijju, Vineetha; Vijay, Geetha; Rao, Seema Rajesh; Prabhu, Anupama V.; Parameswaran, Uma; Spruijt, Odette; Rajagopal, M. R.; Leng, Mhoira

doi:10.4103/ijpc.ijpc_131_20

Cited by 7 publications

(2 citation statements)

References 23 publications

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“…COVID-19 pandemic has triggered initiatives to improve end-of-life care in many parts of the world, including resource-limited settings [ 61 ]. In some settings, such as sub-Saharan Africa, the COVID-19 pandemic has uncovered significant deficiencies in the provision of end-of-life care due to limited training, the absence of established policies, and cultural conceptions of death [ 62 ].…”

Section: Better End-of-life Carementioning

confidence: 99%

How the COVID-19 pandemic will change the future of critical care

et al. 2021

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Coronavirus disease 19 (COVID-19) has posed unprecedented healthcare system challenges, some of which will lead to transformative change. It is obvious to healthcare workers and policymakers alike that an effective critical care surge response must be nested within the overall care delivery model. The COVID-19 pandemic has highlighted key elements of emergency preparedness. These include having national or regional strategic reserves of personal protective equipment, intensive care unit (ICU) devices, consumables and pharmaceuticals, as well as effective supply chains and efficient utilization protocols. ICUs must also be prepared to accommodate surges of patients and ICU staffing models should allow for fluctuations in demand. Pre-existing ICU triage and end-of-life care principles should be established, implemented and updated. Daily workflow processes should be restructured to include remote connection with multidisciplinary healthcare workers and frequent communication with relatives. The pandemic has also demonstrated the benefits of digital transformation and the value of remote monitoring technologies, such as wireless monitoring. Finally, the pandemic has highlighted the value of pre-existing epidemiological registries and agile randomized controlled platform trials in generating fast, reliable data. The COVID-19 pandemic is a reminder that besides our duty to care, we are committed to improve. By meeting these challenges today, we will be able to provide better care to future patients.

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Section: Better End-of-life Carementioning

confidence: 99%

How the COVID-19 pandemic will change the future of critical care

et al. 2021

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“…84 studies [ 26 , 36 , 38 – 40 , 44 , 50 – 52 , 54 , 55 , 57 , 60 , 61 , 63 , 64 , 67 , 69 , 71 , 73 – 75 , 78 , 81 – 83 , 86 , 103 , 107 , 113 , 114 , 118 , 119 , 121 , 122 , 126 – 129 , 131 – 135 , 137 , 142 , 147 , 149 , 150 , 152 , 155 , 157 – 159 , 162 , 163 , 165 , 166 , 172 , 174 , 175 , 177 , 184 , 191 , 239 , 248 ,…”

Section: Prominent Topic Areasunclassified

Learning interventions and training methods in health emergencies: A scoping review

Utunen,

Balaciano,

Arabi

et al. 2024

PLoS ONE

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Background Keeping the health workforce and the public informed about the latest evolving health information during a health emergency is critical to preventing, detecting and responding to infectious disease outbreaks or other health emergencies. Having a well-informed, ready, willing, and skilled workforce and an informed public can help save lives, reduce diseases and suffering, and minimize socio-economic loss in affected communities and countries. Providing “just in time” support and opportunities for learning in health emergencies is much needed for capacity building. In this paper, ‘learning intervention’ refers to the provision of ad-hoc, focused, or personalized training sessions with the goal of preparing the health workers for emergencies or filling specific knowledge or skill gaps. We refer to ‘training methods’ as instructional design strategies used to teach someone the necessary knowledge and skills to perform a task. Methods We conducted a scoping review to map and better understand what learning interventions and training methods have been used in different types of health emergencies and by whom. Studies were identified using six databases (Pubmed/Medline, Embase, Hinari, WorldCat, CABI and Web of Science) and by consulting with experts. Characteristics of studies were mapped and displayed and major topic areas were identified. Results Of the 319 records that were included, contexts most frequently covered were COVID-19, disasters in general, Ebola and wars. Four prominent topic areas were identified: 1) Knowledge acquisition, 2) Emergency plans, 3) Impact of the learning intervention, and 4) Training methods. Much of the evidence was based on observational methods with few trials, which likely reflects the unique context of each health emergency. Evolution of methods was apparent, particularly in virtual learning. Learning during health emergencies appeared to improve knowledge, general management of the situation, quality of life of both trainers and affected population, satisfaction and clinical outcomes. Conclusion This is the first scoping review to map the evidence, which serves as a first step in developing urgently needed global guidance to further improve the quality and reach of learning interventions and training methods in this context.

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Same storm, different boat: The global impact of COVID‐19 on palliative care

et al. 2022

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The COVID‐19 pandemic has had a complex and profound impact on the provision of palliative care globally. To support learning from palliative care providers and researchers worldwide, the Education Subcommittee of International Psycho‐Oncology Society (IPOS) Palliative Care Special Interest Group developed a webinar with presentations by and discussion with eight international palliative care leaders. Presentations were content rich; the speakers used both quantitative (e.g., sharing recent statistical findings) and qualitative (e.g., narrative storytelling, anecdotal experiences) approaches to portray the effect of COVID‐19 in their region. Subsequent to the webinar, the committee collectively identified five themes conveyed by the presenters through consensus. The themes included: 1) altered accessibility to palliative care, with socio‐economic status impacting virtual health availability; 2) reduced opportunities to preserve dignity, as survival has been prioritized over preserving the humanity of patients and their loved ones; 3) complicated grief and bereavement arising from social distancing requirements; 4) greater awareness of the importance of sustaining health provider well‐being; and 5) the development of valuable innovations across nations, institutions, disciplines, and communities. Overall, the webinar facilitated valuable connection for global learning and identified opportunities for research and clinical interventions. This article is protected by copyright. All rights reserved.

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Responding to palliative care training needs in the coronavirus disease 2019 era: The context and process of developing and disseminating training resources and guidance for low- and middle-income countries from Kerala, South India

Cited by 7 publications

References 23 publications

How the COVID-19 pandemic will change the future of critical care

How the COVID-19 pandemic will change the future of critical care

Learning interventions and training methods in health emergencies: A scoping review

Same storm, different boat: The global impact of COVID‐19 on palliative care

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