List of Titles

Awakening and engaging in your learning

- Lyons, Judith

Authors: Lyons, Judith
Date: 2019
Type: Text , Book chapter
Relation: The road to nursing Chapter 2 p. 16-28
Full Text: false
Reviewed:
Description: This chapter discusses what it means to be an awake student and how you can be an engaged student to take the maximum advantage of the learning environment. It will explore the interrelationship of being an awake student and an awake nurse. Nursing requires constantly observing the situation, being aware of the context of practice, the situation or event in which you are taking part, and the patient in your care in order to make professional nursing decisions. To be successful in learning and practice, you will need to develop the graduate attributes of a nurse. These including being a professional and ethical decision-maker, politically astute situational leader and citizen, socially and culturally aware agent of change, critically reflective thinker adept in clinical reasoning, creative problem-solver, skilled therapeutic communicator, capable interdisciplinary healthcare team member and competent, caring, safe and professional nurse (Federation University Australia 2015). This chapter also provides ideas for how to overcome difficulties and engage in your learning together with ways that will help you to spend effective time in your learning endearvour. It discusses how you can transition to university learning in a way that makes you an equal partner in the learning process towards becoming an independent learner.

Preparing for success

- Wikander, Lolita, Lyons, Judith

Authors: Wikander, Lolita , Lyons, Judith
Date: 2019
Type: Text , Book chapter
Relation: The road to nursing Chapter 4 p. 48-60
Full Text: false
Reviewed:
Description: In this chapter, you will learn how to plan your study around your existing commitments. You will be encouraged to build on your stengths and improve in areas that may hold you back. You will learn how to find time to study and be kind to your future self. This chapter gives you an idea of the different kinds of academic support you may be able to access and provides some hints for using the online study environment to your advantage. Critical reflection in self-directed learning will assist you to develop strategies for lifelong learning. Learning in the university context is self-directed, and the skills developed and employed in your nursing education will ensure you have mastered the graduate attributes needed to continue learning while you practise a s a nurse. Self-directed learning means being active and constructive in your learning process. This entails being clear on what your learning goals are and making a choice about how you will achieve your learning goals. It also involves deciding what strategies you will adopt in your own learning, together with what the teachers require you to do for successful completion of your courses. The section on relection and self-directed learning provides you with strategies for deep learning, which is learning for understanding as opposed to surface learning like cramming to pass tests. If you employ deep learning strategies, this learning will form the basis of your knowledge and skills, and you will be able to build on and apply it in new contexts. You are a partner in the learning endeavours. You will discover that you learn not only from your lecturers, but also from your peers and networks. You will be provided with hints for making both formal and informal peer support and group work function effectively for you. Finally, you will be given suggestions for using social media to help feel connected while simmultaneously avoiding common pitfalls in your journey to become the best nurse you can.

Achieving person-centredness with older people in residential aged care

- Wilson, Catherine, Moss, Cheryle, Willetts, Georgina

Authors: Wilson, Catherine , Moss, Cheryle , Willetts, Georgina
Date: 2016
Type: Text , Journal article
Relation: Australian Nursing & Midwifery Journal Vol. 23, no. 7 (2016), p. 47-47
Full Text: false
Reviewed:
Description: A research project was conducted during 2015 to gain an understanding of the perspectives and actions of the nurses and personal care assistants, (participants) as they sought to provide person centred care (PCC) in a residential care setting.

Mandatory continuing professional education: What is the prognosis?

- James, Ainsley, Francis, Karen

Authors: James, Ainsley , Francis, Karen
Date: 2011
Type: Text , Journal article
Relation: Collegian Vol. 18, no. 3 (2011), p. 131-136
Full Text: false
Reviewed:
Description: Each year registered nurses apply for registration renewal. The Nursing and Midwifery Board of Australia stipulate all nurses and midwives are expected to take responsibility and accountability for participating in continuing professional development (CPD) as a declaration that their practice is current, safe and competent. The code of professional conduct and Australian Nursing and Midwifery Council (ANMC) competencies governing registered nurses and midwives, outline the professional and personal responsibility nurses hold in order to maintain clinical competence; which may be achieved through continuing nurse education and professional development. As the health care industry shifts focus to keep up with changes in technology, economics, demographics and culture, the nursing profession must respond accordingly. With the implementation of a national registration scheme in Australia, this paper provides a review of the literature relating to mandatory CPD and how CPD may assist nurses to respond to the changing needs of the health care system and its consumers, to ensure the best possible health outcomes. Suggestions of possible avenues of research into the concept of CPD are also offered.

Nurses' cognitive and perceptual bias in the identification of clinical deterioration cues

- Al-Moteri, Modi, Cooper, Simon J., Symmons, Mark, Plummer, Virginia

Authors: Al-Moteri, Modi , Cooper, Simon J. , Symmons, Mark , Plummer, Virginia
Date: 2020
Type: Text , Journal article
Relation: Australian Critical Care Vol. 33, no. 4 (2020), p. 333-342
Full Text: false
Reviewed:
Description: Background: Perception and processing of clinical cues have rarely been investigated in the nursing literature despite their relevance to the early identification and management of clinical deterioration. Aim: This study used a hypovolemic shock scenario from the Feedback Incorporating Review and Simulation Techniques to Act on Clinical Trends (FIRST2ACT) virtual simulation program, equipped with an eye tracker, to investigate cue processing during the management of patient deterioration. Result: The study revealed that attention deviation distorted interpretation of subsequent cues, causing 63% of participants to exhibit a cognitive bias (heightened sensitivity to specific but noncritical cues) and 65% to exhibit at least one episode of nonfixation on clinically relevant cues. Attention deviation and distorted interpretations of clinical cues will have an impact on patient safety. Conclusion: The findings are likely to have important implications for understanding error and associated training implications. © 2019 Australian College of Critical Care Nurses Ltd

Empowerment as an alternative to traditional patient advocacy roles

- Cole, Clare, Mummery, Jane, Peck, Blake

Authors: Cole, Clare , Mummery, Jane , Peck, Blake
Date: 2022
Type: Text , Journal article
Relation: Nursing Ethics Vol. 29, no. 7-8 (2022), p. 1553-1561
Full Text: false
Reviewed:
Description: There has long been acceptance within healthcare that one of the roles that nurses fulfil is to do with patient advocacy. This has historically been positioned as part of the philosophical and inherent requirements of the nursing profession at large and is supported through shared conceptualisations of the nursing profession. Such conceptualisations are communicated to nursing professionals by way of first their education, and second their professional codes, guidelines and standards for practice. The focus on advocacy is further embedded within patient-centred care frameworks and concepts of the nurse–patient therapeutic relationship. Nurses have also been considered ideally placed to undertake the work of patient advocacy due to the 24/7 nature and intimacy of the care provided. What this means is that nurses are under the impression that that they must be an advocate for their patients through their nursing practice. However, for a fundamental concept of nursing, advocacy is poorly defined, and practices commonly associated with advocacy are undercut by the professionalisation of nursing and other constraints. In addition, nursing standards and frameworks of care are being actively reframed around ideas of empowerment which do not necessarily fit well with those of advocacy. This article thus suggests that it is time to recognise that the work of advocacy is no longer representative of what nurses (can) do in practice, and to explicitly reorient conceptualisations of nurse practice around empowerment. This article will further analyse what this may look like in practice. © The Author(s) 2022.

Connected environments for healthy aging

- Bartlett, Helen, Carroll, Matthew

Authors: Bartlett, Helen , Carroll, Matthew
Date: 2015
Type: Text , Book chapter
Relation: Nursing case studies on improving health-related quality of life in older adults Chapter 19 p. 213-222
Full Text: false
Reviewed:
Description: This globally focused resource integrates sound research evidence, real-life case scenarios, and effective, practical strategies to address a key health care initiative of the 21st century: optimal quality of life for older adults. Distinguished by its broad outlook, the book includes contributions from an international cadre of widely published scholars and is designed for easy integration into traditional nursing education curricula. The book explores the experiences of older adults at home, in assisted living, and in nursing home environments, examining their complex and wide-ranging health, spiritual, and emotional needs.

The academic experiences of transitioning to blended online and digital nursing curriculum

- Porter, Joanne, Barbagallo, Michael, Peck, Blake, Allen, Louise, Tanti, Erin, Churchill, Anne

Authors: Porter, Joanne , Barbagallo, Michael , Peck, Blake , Allen, Louise , Tanti, Erin , Churchill, Anne
Date: 2020
Type: Text , Journal article
Relation: Nurse Education Today Vol. 87, no. (2020), p.
Full Text: false
Reviewed:
Description: Background: The blended online digital (BOLD) approach to teaching is popular within many universities. However, much of the research conducted in this area focusses on the student perspective. Aim The aim of this study is to explore the experiences and perspectives of academics involved in the development and implementation of an inaugural BOLD Bachelor of Nursing curriculum at a regional multi-campus institution in Victoria, Australia. Methods: Eleven academics across two regional campuses participated in one of five focus groups. Creswell's (2003) six step approach to thematic analysis was used to analyse the semi-structured interview data in order to capture the meaning of the transition experience. Findings: Three significant themes emerged from the focus group data: ‘Get Ready’, ‘Get Set’, and ‘Go’. Discussion: Three significant themes emerged, ‘Get Ready’, embodies insight from academic staff preparing to make the transition to a BOLD delivery model acknowledging the need for staff to be genuinely prepared, educated, guided and supported to understand the pedagogy of BOLD. Secondly, ‘Get Set’, acknowledges the period immediately after the preparatory phase and preparedness of academic staff to manage content and delivery for both face-to-face and online student cohorts within the learning platform. Thirdly, the theme ‘Go’ recognises the culmination of the previous two phases and is a recognition of the need for ongoing evaluation across the implementation phase. Conclusion: This qualitative exploration of nursing academics' experience contributes to contemporary pedagogical insights in relation to the blended approaches to teaching and learning. © 2020

The influence of anxiety on student nurse performance in a simulated clinical setting : A mixed methods design

- Al-Ghareeb, Amal, McKenna, Lisa, Cooper, Simon J.

Authors: Al-Ghareeb, Amal , McKenna, Lisa , Cooper, Simon J.
Date: 2019
Type: Text , Journal article
Relation: International Journal of Nursing Studies Vol. 98, no. (2019), p. 57-66
Full Text: false
Reviewed:
Description: Background: Anxiety has a powerful impact on learning due to activation of anxiety hormones, which target related receptors in the working memory. Experiential learning requires some degree of challenge and anxiety. Patient simulation, as a form of experiential learning, has been an integrated component of health professional education internationally over the last two decades, especially in undergraduate nursing education. Little information is available to determine if and how anxiety impacts nursing students’ clinical performance during simulation. Objectives: To investigate physiological and psychological anxiety during emergency scenarios in high-fidelity simulation and understand the effect of anxiety on clinical performance. Design: First2Act was the model for the simulation intervention. Second and third year undergraduate nursing students attended a two-hour simulation session and completed a demographic questionnaire plus pre-simulation self-reported psychological anxiety scale. A heart rate variability monitor was attached to each student's chest to measure heart rate variability (as a sign of anxiety) before engaging in two video-recorded simulated emergency scenarios (cardiac and respiratory) with a professional actor playing the patient. Performance was rated by a clinician followed by video-assisted debriefing. Finally, heart monitors were removed and students repeated self-reports of psychological anxiety. Results: Students’ psychological anxiety was high pre-simulation and remained high post-simulation. With regard to physiological anxiety, students were anxious at the start of the simulation but became more relaxed toward the end as they gained familiarly with the simulation environment (p < .007). Clinical performance increased significantly in the second scenario (p < .001). Factors found to positively affect clinical performance were length of enrolment in the nursing degree (p = .001), current employment in a nursing or allied healthcare field (p = .030), and previous emergency experience (p = .047). The relationship between physiological anxiety and clinical performance was statistically not significant, although there was an indication that low level anxiety led to optimal performance. Conclusion: High-fidelity patient simulation has the capacity to arouse novice nurses psychologically and physiologically while managing emergency situations. Indicative outcomes suggest that optimal performance was apparent when anxiety levels were low, indicating that they had received insufficient training to deal with situations that induced moderate to high anxiety levels.

Nurse education in English universities in a period of change : Expectations of nurse academics for the year 2008

- Deans, Cecil, Congdon, Graham, Sellers, Eileen

Authors: Deans, Cecil , Congdon, Graham , Sellers, Eileen
Date: 2003
Type: Text , Journal article
Relation: Nurse Education Today Vol. 23, no. 2 (2003), p. 146-154
Full Text: false
Reviewed:
Description: In England, the education of nurses in the academic arena has a relatively short history arguably representing recent advancement of the nursing discipline. Until we undertook this study, however, expectations for the next decade were unknown. The current investigation replicates a similar study of Australian nurse academics (Sellers & Deans 1996) which found discrepancies between how nurse academics perceived the future development of the profession, compared to how they actually expected it to develop. In order to provide information concerning the future of nursing education in England and related professional and social factors, a random sample of nurse academics was surveyed. Findings indicate that although advances have been made, there are a number of concerns regarding the development of nursing as a discipline. These include parity of status with other academic areas, resource issues, the workload of nurse academics and the perception that there is lack of cohesiveness amongst nurses as a professional group. Findings in this study closely mirror results in the Australian study indicating similarities in how the nursing profession copes with the transition from a predominantly hospital based education program to a program grounded in academic institutions. © 2003 Elsevier Science Ltd. All rights reserved.
Description: C1
Description: 2003000385

Images of a new sub-culture in the Australian university : Perceptions of non-nurse academics of the discipline of nursing

- Sellers, Eileen

Authors: Sellers, Eileen
Date: 2002
Type: Text , Journal article
Relation: Higher Education Vol. 43, no. 2 (2002), p. 157-172
Full Text: false
Reviewed:
Description: It is crucial to the development and credibility of the nursing profession that its knowledge base be recognised as legitimate scholarly endeavour by established members of academia. For that reason, this report concerns examination of the attitudes and values of a group of non-nurse academics employed in universities in Melbourne, Victoria, Australia and the degree to which they view nursing as an epistemic entity. Perceptions are considered within the dual contexts of recent major changes in nursing education and in academia. Naturalistic Inquiry, informed by a hermeneutic attitude, is employed as a heuristic to examine the sub-culture of nursing within the broad culture of academia. Analysis of extensive interview data provided by the contemplation of study participants provides emergent themes. Several metaphors are chosen to explicate the findings that nursing is largely perceived to be nebulous, atheoretical, and subservient to the medical profession, Implications are discussed and recommendations are made with the view to encourage modernisation of the university through improving internal communication and challenging traditional models of operations within the tertiary sector.

Effective interprofessional collaboration in rural contexts : A research protocol

- Mitchell, Rebecca, Paliadelis, Penny, McNeil, Karen, Parker, Vicki, Giles, Michelle, Higgins, Isabel, Parmenter, Glenda, Ahrens, Yvonne

Authors: Mitchell, Rebecca , Paliadelis, Penny , McNeil, Karen , Parker, Vicki , Giles, Michelle , Higgins, Isabel , Parmenter, Glenda , Ahrens, Yvonne
Date: 2013
Type: Text , Journal article
Relation: Journal of Advanced Nursing Vol. 69, no. 10 (2013), p. 2317-2326
Full Text: false
Reviewed:
Description: Abstract AIM: To describe the research protocol that will be used to investigate factors contributing to effective interprofessional practice in a rural context in Australia. BACKGROUND: Interprofessional practice is a key strategy for overcoming rural health challenges; however, our knowledge of interprofessional initiatives and consequences in rural areas is limited. DESIGN: A modified realistic evaluation approach will be used to explore the structures, systems, and social processes contributing to effective interprofessional outcomes. This 'context-mechanism-outcome' approach provides a useful framework for identifying why and how interprofessional practice works in rural contexts. METHOD: Initial propositions regarding the factors that explain effective collaborative practice will be generated through interviews with lead clinicians, policy-makers, and clinician managers. Clinician interviews, document analysis, and multi-participant focus groups will be used as evidence to support, refine, or redevelop the initial propositions. This will allow the development of a model of rural interprofessional practice that will explain how and why collaborative approaches work in rural environments. This study is funded by an Institute of Rural Clinical Services and Teaching grant (January 2010). DISCUSSION: Rural healthcare challenges are well documented; however, studies investigating the nature of interprofessional practice in rural contexts are not common. Rural contexts also present research design, particularly data collection, challenges. This proposed research is one of the first to identify the factors that facilitate or constrain effective interprofessional work in rural settings. This is particularly important, given the continuing workforce shortages and maldistribution and poorer health outcomes in rural communities globally.

An analysis of nursing students’ decision-making in teams during simulations of acute patient deterioration

- Bucknall, Tracey, Forbes, Helen, Phillips, Nicole, Hewitt, Nicky, Cooper, Simon J., Bogossian, Fiona, FIRST2ACT Investigators

Authors: Bucknall, Tracey , Forbes, Helen , Phillips, Nicole , Hewitt, Nicky , Cooper, Simon J. , Bogossian, Fiona , FIRST2ACT Investigators
Date: 2016
Type: Text , Journal article
Relation: Journal of Advanced Nursing Vol. 72, no. 10 (2016), p. 2482-2494
Full Text: false
Reviewed:
Description: Aim: The aim of this study was to examine the decision-making of nursing students during team based simulations on patient deterioration to determine the sources of information, the types of decisions made and the influences underpinning their decisions. Background: Missed, misinterpreted or mismanaged physiological signs of deterioration in hospitalized patients lead to costly serious adverse events. Not surprisingly, an increased focus on clinical education and graduate nurse work readiness has resulted. Design: A descriptive exploratory design. Methods: Clinical simulation laboratories in three Australian universities were used to run team based simulations with a patient actor. A convenience sample of 97 final-year nursing students completed simulations, with three students forming a team. Four teams from each university were randomly selected for detailed analysis. Cued recall during video review of team based simulation exercises to elicit descriptions of individual and team based decision-making and reflections on performance were audio-recorded post simulation (2012) and transcribed. Results: Students recalled 11 types of decisions, including: information seeking; patient assessment; diagnostic; intervention/treatment; evaluation; escalation; prediction; planning; collaboration; communication and reflective. Patient distress, uncertainty and a lack of knowledge were frequently recalled influences on decisions. Conclusions: Incomplete information, premature diagnosis and a failure to consider alternatives when caring for patients is likely to lead to poor quality decisions. All health professionals have a responsibility in recognizing and responding to clinical deterioration within their scope of practice. A typology of nursing students’ decision-making in teams, in this context, highlights the importance of individual knowledge, leadership and communication. © 2016 John Wiley & Sons Ltd

Decision-making errors during recognizing and responding to clinical deterioration : gaze path-cued retrospective think-aloud

- Al-Moteri, Modi, Plummer, Virginia, Cooper, Simon

Authors: Al-Moteri, Modi , Plummer, Virginia , Cooper, Simon
Date: 2022
Type: Text , Journal article
Relation: Clinical Simulation in Nursing Vol. 73, no. (2022), p. 29-36
Full Text: false
Reviewed:
Description: Background: Using individuals. own eye gaze path and mouse click tracks has proven to be a valuable technique for identifying a broad range of underlying cognitive processes and lapses of decision-making. Aim: The study aims to investigate nurses. decision-making errors in clinical deterioration. Method: Tobii eye tracker(R) was used to collect eye movements and mouse clicks of eighteen participants followed by gaze path retrospective interview. Finding: Thematic analysis revealed several forms of cognitive bias including anchoring, availability and confirmation bias, commission error and Yin-yang out. A distraction effect was apparent in nurses' ability to perceive, process data and to intervene. © 2022

Issues post-stroke for Muslim people in maintaining the practice of salat (prayer) : A qualitative study

- Mohamed, Che Rabiaah, Nelson, Katherine, Wood, Pamela, Moss, Cheryle

Authors: Mohamed, Che Rabiaah , Nelson, Katherine , Wood, Pamela , Moss, Cheryle
Date: 2015
Type: Text , Journal article
Relation: Collegian Vol. 22, no. 3 (2015), p. 243-249
Full Text: false
Reviewed:
Description: Background: Muslims throughout the world perform salat (prayer) five times a day; salat involves a person reciting the Holy Qur'an while being in several positions. There are several steps that should be carried out before prayer, including wudhu (ablution) and covering one's awrah (body). Objectives: To identify educational needs for stroke patients and their caregivers in Malaysia. Another purpose is to report on the needs identified by stroke patients and their families related to salat. Methods: Descriptive qualitative study. Phase 1 involved semi-structured interviews with stroke patients (. n=. 5), family caregivers (. n=. 5) and health professionals (. n=. 12) in Kelantan Malaysia. Phase 2 involved presenting the findings from Phase 1 to the health professionals with the aim of establishing priorities and processes to develop education strategies for stroke patients and their families. Results: Preparing for and performing salat was challenging for both patient and family carers to do following a stroke. Themes identified were prayer and the meaning of the stroke events for participants, difficulties praying post-stroke, prayer as part of rehabilitation therapy. Conclusion: Providing culturally safe care should include how nurses assess and support patients and their caregivers post stroke to meet their prayer needs. Nurses have a role in discussing with stroke patients and their families how in addition to its spiritual and customary benefits, prayer and for Muslims reciting the Holy Qur'an can have cognitive and rehabilitation benefits, as well as being a source of psychological support for stroke patients. © 2014 Australian College of Nursing Ltd.

Constructing nurses' professional identity through group performance

- Willetts, Georgina, Garvey, Loretta

Authors: Willetts, Georgina , Garvey, Loretta
Date: 2020
Type: Text , Journal article
Relation: International Journal of Nursing Practice Vol. 26, no. 6 (2020), p.
Full Text: false
Reviewed:
Description: Aims: The aim of this study was to examine professional identity through the group performances of nurses within a specific work environment. Background: Professional identity and social identity are closely linked. Nurses undertake clinical practice usually within a social group environment. The literature is limited on the development of professional identity within the context of nurses' daily work. Design: An integrated ethnographic case context design was adopted, consisting of two clinical wards in one acute health-care facility in Australia. The application of the social identity theory (SIT) was used to study two specific professional activities to describe the group performance of nurses within this organizational cultural context and how this influenced nurses' professional identity. Method: The research was undertaken between 2012 and 2014. Data collection included observation, interviews and fieldnotes of a convenience sample of nurses and allied health-care professionals who undertook two professional activities in their normal work environment. Findings: The development of group efficacy contributed to the development of the professional identity in the homogenous handover activity. Self-efficacy was demonstrated in the heterogenous multidisciplinary activity. Conclusion: The results indicated the importance of recognizing core identity-building activities and understanding the value of these activities to professional identity development. © 2020 John Wiley & Sons Australia, Ltd

Developing culturally competent reflective practitioners. Part 1. Cultural reflections

- Stockhausen, Lynette

Authors: Stockhausen, Lynette
Date: 2007
Type: Text , Journal article
Relation: Asian Journal of Nursing Vol. 10, no. 4 (2007), p. 212-217
Full Text: false
Reviewed:
Description: Reflective practice is principally a widely recognised Euro-western concept that has been used to promote inquiry; however, explanations of the natures and use of reflective practice in its present form may not be easily transferable to some Asian cultures. The cultural significance of introducing an educational practice as unfamiliar as reflective practice to experienced nurse practitioners and undergraduate nursing students in Japan and Vietnam are highlighted. Part 1 of this 2 part article on developing culturally competent reflective practitioners reflects on previous research studies, the literature, and the author's experiences as a teacher and consultant in Japan and Vietnam. © 2007 Scientific Communications International Limited.
Description: C1
Description: 2003005860

Preparing nursing students for the future: development and implementation of an Australian Bachelor of Nursing program with a community health focus

- Cooper, Simon J., Cant, Robyn, Browning, Mark, Robinson, Eddie

Authors: Cooper, Simon J. , Cant, Robyn , Browning, Mark , Robinson, Eddie
Date: 2015
Type: Text , Journal article
Relation: Contemporary Nurse: A Journal for the Australian Nursing Profession Vol. 49, no. (2015), p. 68-74
Full Text: false
Reviewed:
Description: This paper focuses on changes in the educational preparation of undergraduate nurses in line with contemporary primary and preventative healthcare models. We evaluated a new Australian nursing and community care degree programme using focus groups with 38 students in their first years of study, and quantitative performance data (regarding entry, performance and course attrition). Four main themes were identified related to students’ course experience: ‘I think community health should be an elective’; ‘Focus on relevance to practice’; ‘Teaching by non-nursing academics’ and ‘Access to support during transition to university.’ Overall pass rates were 94% (first year) and 97% (second year) with a low 11% attrition rate. We conclude that based on prior experiences and stereotypical views, students may be ambivalent about the inclusion of primary and preventative care models which nevertheless are essential to enhance practice and to prepare the future nursing workforce

Palliative care education and its effectiveness: a systematic review

- Li, Wendy, Chhabra, Jasleen, Singh, Smita.

Authors: Li, Wendy , Chhabra, Jasleen , Singh, Smita.
Date: 2021
Type: Text , Journal article
Relation: Public Health Vol. 194, no. (2021), p. 96-108
Full Text: false
Reviewed:
Description: Palliative care education (PCE) is an important public health approach to palliative care and is crucial to improving its utilisation. The present study aims to develop a comprehensive understanding of PCE and its effectiveness. A systematic review approach, including narrative synthesis, was used to review qualitative and quantitative studies published in the English language between January 1969 and January 2019, focussing on PCE programs. Thirty-nine research studies were included in the systematic review. The target audience of the included studies were mostly healthcare professionals, followed by family caregivers. Definitions of death and palliative care, symptom management and communication were leading themes in the reviewed PCE programs. The educational resources used in PCE programs were mainly self-developed teaching materials, with some programs utilising eLearning resources. The included PCE programs were effective in improving knowledge, attitude and confidence in palliative care and the satisfaction of participant learning experience. PCE is a useful tool to improve knowledge of, confidence in and attitudes towards palliative care amongst healthcare professionals and carers. To make palliative care a public health issue, PCE should be expanded to the public and policy-makers.

Showing items 1 - 20 of 97