Using Online Learning and Interactive Simulation To Teach Spiritual and Cultural Aspects of Palliative Care to Interprofessional Students

Ellman, Matthew; Schulman‐Green, Dena; Blatt, Leslie; Asher, Susan; Viveiros, Diane; Clark, Joshua; Bia, Margaret J.

doi:10.1089/jpm.2012.0038

Cited by 71 publications

(71 citation statements)

References 22 publications

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“…Educational programs on spiritual and cultural aspects of palliative care and spiritual assessment demonstrated that concepts of spirituality and basics of spiritual assessment may be taught and learned while students were found to develop an understanding and respect for the role of chaplains, social workers and physicians. Evaluation of these programs suggests that this innovative, inter-professional educational course may be transferable for use in other educational settings [50]. In addition to the physical presence of students together in class, online forums enable learners to discuss and outline the contribution of each discipline to spiritual care and holistic care of a patient case study.…”

Section: Intra-professional And/or Inter-professional Education On Spmentioning

confidence: 99%

Spiritual Care Education of Health Care Professionals

Baldacchino

2015

Religions

102

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Abstract:Nurses and health care professionals should have an active role in meeting the spiritual needs of patients in collaboration with the family and the chaplain. Literature criticizes the impaired holistic care because the spiritual dimension is often overlooked by health care professionals. This could be due to feelings of incompetence due to lack of education on spiritual care; lack of inter-professional education (IPE); work overload; lack of time; different cultures; lack of attention to personal spirituality; ethical issues and unwillingness to deliver spiritual care. Literature defines spiritual care as recognizing, respecting, and meeting patients' spiritual needs; facilitating participation in religious rituals; communicating through listening and talking with clients; being with the patient by caring, supporting, and showing empathy; promoting a sense of well-being by helping them to find meaning and purpose in their illness and overall life; and referring them to other professionals, including the chaplain/pastor. This paper outlines the systematic mode of intra-professional theoretical education on spiritual care and its integration into their clinical practice; supported by role modeling. Examples will be given from the author's creative and innovative ways of teaching spiritual care to undergraduate and post-graduate students. The essence of spiritual care is being in doing whereby personal spirituality and therapeutic use of self contribute towards effective holistic care. While taking into consideration the factors that may inhibit and enhance the delivery of spiritual care, recommendations are proposed to the education, clinical, and management sectors for further research and personal spirituality to ameliorate patient holistic care. OPEN ACCESSReligions 2015, 6 595

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Section: Intra-professional And/or Inter-professional Education On Spmentioning

confidence: 99%

Spiritual Care Education of Health Care Professionals

Baldacchino

2015

Religions

102

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“…4 The acute care setting offers many opportunities for education in palliative care, 28 and online and video education programs have proved effective in developing palliative care knowledge and skills. [29][30][31] To encourage greater uptake of palliative care education opportunities, state licensing boards could encourage or even require palliative care education as part of continuing education requirements.…”

Section: Discussionmentioning

confidence: 99%

Few Hospital Palliative Care Programs Meet National Staffing Recommendations

et al. 2016

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The predominant model for palliative care delivery, outside of hospice care, is the hospital-based consultative team. Although a majority of US hospitals offer palliative care services, there has been little research on the staffing of their program teams and whether those teams meet national guidelines, such as the Joint Commission's standard of including at least one physician, an advanced practice or other registered nurse, a social worker, and a chaplain. Data from the 2012-13 annual surveys of the National Palliative Care Registry indicate that only 25 percent of participating programs met that standard based on funded positions, and even when unfunded positions were included, only 39 percent of programs met the standard. Larger palliative care programs were more likely than smaller ones to include a funded physician position, while smaller programs were more reliant upon advanced practice and registered nurses. To meet current and future palliative care needs, expanded and enhanced education, as well as supportive financing mechanisms for consultations, are needed.

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“…More studies addressed whether students had learnt about nursing practices through their participation in the simulation (Ellman et al, 2012;Gillan, Parmenter, van der Riet, & Jeong, 2013;Leavy, Vanderhoffy, & Ravert, 2011;Smith, Witt, Klaassen, Zimmerman, & Cheng, 2012). However, studies that included other professions did not report participants recognizing the role of nurses (Ellman et al, 2012).…”

Section: Technical Skillsmentioning

confidence: 99%

“…However, studies that included other professions did not report participants recognizing the role of nurses (Ellman et al, 2012). Again these studies used a variety of simulation scenarios both low and high fidelity.…”

Section: Technical Skillsmentioning

confidence: 99%