scholarly journals What Factors Are Important in Increasing Junior Doctors' Willingness To Provide Palliative Care in Taiwan? An Educational Intervention Study

2010 ◽  
Vol 13 (10) ◽  
pp. 1245-1251 ◽  
Author(s):  
Chih-Yuan Shih ◽  
Tai-Yuan Chiu ◽  
Long-Teng Lee ◽  
Chien-An Yao ◽  
Ching-Yu Chen ◽  
...  
Keyword(s):  
Palliative Care ◽  
Educational Intervention ◽  
Intervention Study ◽  
Junior Doctors

Educational intervention to improve palliative care knowledge among informal caregivers of cognitively impaired older adults

2020 ◽  
pp. 1-9
Author(s):  
Hyunjin Noh ◽  
Lewis H. Lee ◽  
Chorong Won
Keyword(s):  
Older Adults ◽  
Palliative Care ◽  
Cognitive Impairment ◽  
Educational Intervention ◽  
Test Scores ◽  
Informal Caregivers ◽  
Cognitively Impaired ◽  
Significant Difference ◽  
Post Test ◽  
Seriously Ill

Abstract Objective Lack of palliative care knowledge among caregivers may pose an access barrier for cognitively impaired older adults, who may benefit from the specialized care. Therefore, this study aims to examine the effectiveness of an educational intervention in improving palliative care knowledge among informal caregivers of cognitively impaired older adults. Method Using a one-group, pre- and post-test intervention design, this study implemented an individual, face-to-face educational intervention with an informational brochure for 43 informal caregivers of chronically or seriously ill older adults (50+) with cognitive impairment, recruited from communities in West Alabama. Their level of knowledge about palliative care was assessed by the Palliative Care Knowledge Scale (PaCKS). The pre- and post-test scores were compared by the Wilcoxon signed-ranks test, and the racial subgroup (Whites vs. Blacks) comparison was made by the Mann–Whitney U test. Results There was a statistically significant difference between the pre- and post-test scores (z = 5.38, p < 0.001), indicating a statistically significant effect of the educational intervention in improving palliative care knowledge among participants. There was a significant difference (U = 143, p < 0.05) between Whites and Blacks in the pre-test, which, however, disappeared in the post-test (U = 173.50, p > 0.05), suggesting that the amount of increased PaCKS scores were significantly greater for Blacks (Mdn = 9.50) than for Whites (Mdn = 4.00, U = 130.50, p < 0.05). Significance of results This study demonstrated that a one-time educational intervention can improve the level of palliative care knowledge among informal caregivers of chronically or seriously ill older adults with cognitive impairment, particularly among Black caregivers. Therefore, further educational efforts can be made to promote palliative care knowledge and reduce racial disparities in palliative care knowledge and its use.

scholarly journals Distance learning and its impact on educational intervention on palliative care to nursing professionals–A pilot study

2021 ◽  
Vol 11 (11) ◽  
pp. 7
Author(s):  
Eric Benchimol Ferreira ◽  
Layz Alves Ferreira Souza ◽  
Maria Alves Barbosa ◽  
Claudia Paula Guimarães ◽  
Michelle Augusta Santos ◽  
...  
Keyword(s):  
Palliative Care ◽  
Distance Education ◽  
Distance Learning ◽  
Educational Intervention ◽  
Professional Training ◽  
Interdisciplinary Teams ◽  
Second Phase ◽  
Training Tool ◽  
Quasi Experimental ◽  
Nursing Professionals

Background and objective: Distance education (DE) is a professional training tool that was utilized to work with nursing professionals in this investigation on palliative care. This innovative form of care is used by interdisciplinary teams in a holistic way, with biological, psychological and spiritual aspects. Besides it is uniquely significant during pandemic lockdowns such as the current restrictions in nowadays. The aim of the study was to evaluate the knowledge of nursing professionals about palliative care, before and after an educational intervention through distance education.Methods: This is a quasi-experimental study carried out in a medium-sized state teaching hospital located in the Midwest region of Brazil. Participants: 31 nursing professionals who worked in the internal medicine ward. First phase, the prior knowledge about palliative care was evaluated through a questionnaire containing 24 semi-structured questions. In the second phase seven 20-minute video lessons were prepared, recorded and sent to the participating group. Third phase the same questionnaire was used to evaluate participants and they were inquired how they perceived they knowledge after distance learning.Results: A total of 31 professionals were enrolled in the first phase of the study and 29 answered the evaluation questionnaire after DE intervention. Most nursing professionals (61.2%) had between 31 and 50 years, 30 (96.7%) professionals had studied between 10 and 20 years. After DE there was an increase of 33% correct answers. Distance learning improved professional practice and increased confidence at work.Conclusions: Distance education is well accepted and promotes an increase of knowledge by up to a third on palliative care issues and also increased self-confidence among professionals.

scholarly journals The use of the Dangerous Decibels® program for refrigeration company workers and their children: an intergenerational pilot study

Revista CEFAC ◽  
2020 ◽  
Vol 22 (1) ◽  
Author(s):  
Luciana Bramati ◽  
Lys Maria Allenstein Gondim ◽  
Adriana Bender Moreira de Lacerda
Keyword(s):  
Pilot Study ◽  
Educational Intervention ◽  
Intervention Study ◽  
Intervention Strategy ◽  
Family Members ◽  
Age Groups ◽  
Health It ◽  
Basic Principles ◽  
Hearing Health ◽  
The City

ABSTRACT Objective: to report the use of the Dangerous Decibels® program for workers of a refrigeration company and their children as an intervention strategy for hearing health. Methods: an intervention study conducted in the city of Chapecó, SC, Brazil. Eight workers from a refrigeration company and their children participated in the study. The strategies adopted were those proposed by the Dangerous Decibels® program. Results: the Dangerous Decibels® program strategies contributed to the reflection on noise and favored interaction among participants. Workers and their children mutually committed to protecting and preserving hearing by passing on the knowledge gained to other family members, friends, and co-workers. The three basic principles of the Dangerous Decibels® program adopted by the participants were: Move away from noise, turn down the volume and protect the ears. Conclusion: the Dangerous Decibels® program developed in an intergenerational context was well received and accepted by workers and their children. As an educational intervention strategy for hearing health, it proved to be viable, convenient and with adequate content to be used simultaneously in populations of different age groups.

11 Filling the void: preparing future junior doctors for challenging conversations

2018 ◽  
Vol 8 (3) ◽  
pp. 363.3-364
Author(s):  
Hannah Costelloe ◽  
Alice Copley ◽  
Andrew Greenhalgh ◽  
Andrew Foster ◽  
Pratik Solanki
Keyword(s):  
Palliative Care ◽  
Medical Education ◽  
Medical Students ◽  
Small Group ◽  
End Of Life ◽  
Communication Skills ◽  
Skills Training ◽  
Junior Doctors ◽  
List Type ◽  
The Impact

Evidence demonstrates that medical students have limited experience in developing ‘higher-order communication skills’ (Kaufman et al. 2000). Anecdotally many do not feel confident in their ability to conduct difficult conversations often due to a lack of exposure to such scenarios in practice or a pervasive notion that these scenarios are inappropriate for students and beyond the scope of a junior doctor’s role and thus not a focus of curriculums (Noble et al. 2007). There is however a correlation between level of clinical experience and improved confidence for medical students (Morgan and Cleave-Hogg 2002).We surveyed a group of final year medical students to assess their confidence using a 10-point Likert scale in tackling common palliative and end of life care scenarios. Our intervention comprised a study day of 10 practical small-group teaching simulation and OSCE-style stations designed to provide exposure to common experiences in a controlled setting. We reassessed the confidence of students after delivery and objectively explored the impact of the day by asking participants to complete a validated assessment before and after the course. All results showed significant improvement on t-testing: confidence in end of life communication in an OSCE setting improved by 42.2% and assessment marks improved by 24.7% (p=0.039).Palliative care is an area in which students approaching the end of undergraduate training feel underprepared. Our findings demonstrate that small group sessions improve confidence by facilitating communication practice in a controlled environment and providing crucial exposure to common palliative care scenarios they will face as doctors.References. Kaufman D, Laidlaw T, Macleod H. Communication skills in medical school: Exposure confidence and performance. Academic Medicine [online] 2000;75(10):S90–S92. Available at https://journals.lww.com/academicmedicine/Fulltext/2000/10001/Communication_Skills_in_Medical_School__Exposure.29.aspx [Accessed: 30 May 2018]. Morgan P, Cleave-Hogg D. Comparison between medical students’ experience confidence and competence. Medical Education [online] 2002;36(6):534–539. Available at https://doi.org/10.1046/j.1365-2923.2002.01228.x [Accessed: 30 May 2018]. Noble L, Kubacki A, Martin J, Lloyd M. The effect of professional skills training on patient-centredness and confidence in communicating with patients. Medical Education [online] 2007;41(5):432–440. Available at https://doi.org/10.1111/j.1365-2929.2007.02704.x [Accessed: 30 May 2018]

Pilot undergraduate course teaches students about chronic illness in children: An educational intervention study

2014 ◽  
Vol 27 (1) ◽  
pp. 34 ◽  
Author(s):  
JoshuaD. Schiffman ◽  
RobertoE. Montenegro ◽  
KristaD. Birnie ◽  
PaulGraham Fisher ◽  
GaryV. Dahl ◽  
...  
Keyword(s):  
Chronic Illness ◽  
Educational Intervention ◽  
Intervention Study
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