The impact of implementing an educational intervention to enhance a family‐oriented approach in specialised palliative home care: A quasi‐experimental study

Abstract

Rationale Healthcare providers’ beliefs, attitudes, experiences and knowledge, which guide the care they deliver, are the key factors influencing the quality of palliative care. Education and coaching innovation are needed to translate research outcomes and adopt evidence‐based nursing care into practice. Objectives To evaluate the impact of an advanced educational and coaching programme in a family systems’ nursing approach for palliative care nurses in a home‐care setting. Methods A quasi‐experimental study using qualitative data from open‐ended questions to augment the quantitative outcome study that included a single‐group, pre‐ and post‐test design. A total population sample of nurses was recruited from a specialised palliative home care unit at a university hospital. The study utilised two self‐reported questionnaires. Results There was a statistically significant increase in the nurses’ critical appraisal of clinical nursing practice related to family nursing after participation in the educational programme than before. No statistical difference was found in items related to nurses’ experience of the interaction and reciprocity in the nurse–family relationship after participation in the programme than compared to before or in nurses’ cancer‐related beliefs. However, there was an overall significant positive change found in attitudes towards families in the total score of the Family Practice Scale. Nurses were also more positive about the further development of their knowledge and skills in advanced family nursing evident in the qualitative data. Conclusion An advanced educational intervention programme was successful in improving the nurses’ knowledge, skills, satisfaction and confidence in relation to applied family nursing approach within the context of caring for families affected by advanced/final stage cancer. However, further refinement of the implementation process is needed to enhance family care improvement and the nurses’ professional development in advanced family nursing in specialised palliative care.

Effects of Implementing a Brief Family Nursing Intervention With Hospitalized Oncology Patients and Their Families in Germany: A Quasi-Experimental Study

“…Qualitative studies have been carried out in Canadian pediatric hospitals (LeGrow & Rossen, 2005; Martinez et al, 2007), Canadian medical-surgical units (Leahey et al, 1995), a Canadian psychiatric unit (Goudreau et al, 2006), heart failure outpatient clinics in Denmark (Voltelen et al, 2016), and inpatient and outpatient care in Iceland (Svavarsdottir et al, 2015). Recently, research has been conducted in Iceland to examine the impact of implementing a family-oriented approach in specialized palliative home care (Petursdottir et al, 2019; Petursdottir & Svavarsdottir, 2019).…”

Utilização de Coaching por Enfermeiros na prática profissional: revisão integrativa

“…Quanto ao cargo ou função do enfermeiro que utilizou Coaching, identifica-se em 48% dos artigos (n=16) enfermeiros assistenciais (Sullivan, et al, 2019;Rahn, et al, 2018;Petursdottir, et al, 2019;Hazard, et al, 2018;Berger-Höger, Liethmann, Mühlhauser & Steckelberg, 2017;Early, et al, 2017;Sherry, et al, 2017;Gray-Miceli, et al, 2017;Cooper & Zimmerman, 2016;Janice, Karen, Justine, Sonya & Genevieve, 2015;Bakitas, et al, 2015), 27% (n=8) o enfermeiro pesquisador (Rocha, et al, 2019;Tweedie, et al, 2019;Miyamoto, et al, 2019;Petursdottir, et al, 2019;Berry, et al, 2015), 6% (n=2) de enfermeiros gerentes (Hazard, et al, 2018;, 6% (n=2) de enfermeiros externos (Ouden, et al, 2019;Nyamathi, et al, 2015) e 6% (n=2) enfermeiros de prática avançada Dionne-Odom, et al, 2015), e enfermeiro docente (Ubolrat, et al, 2015) e enfermeiro intervencionista em 3% (n=1) dos artigos.…”

“…Quanto ao tipo de treinamento dos enfermeiros no papel de coach, 36% (n=12) dos artigos não descrevem (Piamjariyakul, et al, 2019;Petty & Lingham, 2019;Noh & Kim, 2019;Petursdottir, et al, 2019;Sherry, et al, 2017;Westland, et al, 2017;Ubolrat, et al, 2015;Berry, et al, 2015;Nyamathi, et al, 2015), 30% (n=10) sinalizam oficinas, workshops, cursos ou treinamentos com textos e vídeos (Tweedie, et al, 2019;Rahn, et al, 2018;Zhang, et al, 2017;Gray-Miceli, et al, 2017;Cooper & Zimmerman, 2016;Janice, et al, 2015;Thoonsen, et al, 2015;Bakitas, et al, 2015;Dionne-Odom, et al, 2015) e 27% (n=9) artigos informa treinamento na ferramenta, técnica ou protocolo aplicado (Sullivan, et al, 2019;Ouden, et al, 2019;Hazard, et al, 2018;Berger-Höger, et al, 2017;Early, et al, 2017; e 6% (n=2) sinalizam formação certificada em Coaching (Rocha, et al, 2019;Miyamoto, et al, 2019).…”

An Educational Intervention Incorporating Digital Storytelling to Implement Family Nursing Practice in Acute Care Settings

“…Nurses’ reflection on family nursing is pivotal to translating knowledge and implementing strategies that impact practice (Broekema et al, 2018; Duhamel, 2017). Education programs have demonstrated a positive change in nurses’ views about involving families and caring for families during illness experiences (Broekema et al, 2018; Petursdottir et al, 2018; Svavarsdottir et al, 2015). Various educational tools such as group discussions, coaching, and guidebooks that offer knowledge and reminders of integrating family into practice have also been useful (Fleiszer et al, 2016).…”

“…Evidence related to strategies to influence family nursing practice remain limited (Achterberg, 2013; Walton et al, 2018). Family nurse researchers are devoting increased attention to testing implementation models, developing innovative strategies, and examining the effectiveness of educational plans (Broekema et al, 2018; Duhamel, 2017; Petursdottir et al, 2018).…”