A review of palliative care competence frameworks: prepared for the Palliative Care Competency Framework Development Project Steering Group
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The Health Service Executive (HSE) Palliative Care Programme Briefing Document (2012) identified the development of a Palliative Care Competence Framework as a key objective for the coming year. The framework will support managers, teams and individuals in identifying appropriate palliative care competences for use within their organisation or workplace.Cite
Support workers are key to the delivery of palliative and supportive care. The role of support worker has evolved in recent years for a number of reasons meaning that support staff are delivering direct care which was once the domain of the registered practitioner. Despite the significant contribution of the support worker there is a lack of appropriate education and development in palliative and supportive care for these frontline workers. Details of an exciting new education programme, foundation degree in health and social care (palliative and supportive care) are presented together with the experiences of the very first cohort of students to undertake the programme.
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Text: In Romania, the specialists in palliative care who are trained at the academic level in leadership are those who have completed the courses of the European Academy of Palliative Care, based on a scholarship but who are in a limited number. The skills, knowledge, and personal development that the students of this academy acquire are a starting point for implementing projects that are pioneering / successful in palliative care. If this training makes the difference where palliation is a well-established and seniority field, for those who are at the beginning of their journey in palliative care and designing projects following leadership courses, they can say that their ideas materialized in projects can change the lives of patients who have need for palliative care. Objective: To develop a leadership curriculum in palliative care. Methods: The research methods used were qualitative and quantitative. I analyzed based on the existing models, the structure that the curriculum must have. A research study was conducted nationally in Romania and internationally to identify institutions that offer leadership courses in palliative care at the academic level. Result: Based on the data identified and the experience gained in the European Academy of Palliative Care, I have prepared the leadership curriculum in palliative care that contains the steps of drawing up a leadership project in palliative care, internal and external communication techniques, project risk assessment, personal development, advocacy and the importance of sharing experience. A section is dedicated to leadership in situations of economic crisis, epidemic and pandemic.
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Background: Expert communication skills are essential for the delivery of effective palliative care across the domains of care. However, few health care providers receive formal communication training. To promote communication education for interdisciplinary palliative care teams, a train-the-trainer course for interdisciplinary hospital-based palliative care teams was developed to prepare them to teach other health care professionals communication skills. Course Design: The curriculum was organized by the eight domains of the National Consensus Project Guidelines for Quality Palliative Care and provided communication skills training for California-based teams. The two-day train-the-trainer course included skill-building exercises and interactive discussions to assist participants in integrating communication skills building into their clinical settings. Using a goal-directed method of teaching, faculty assisted teams in developing three institutional goals for providing palliative care communication training to other health care professionals. Evaluation of the course included immediate postcourse evaluation and follow-up evaluation at six and nine months. Results: The first statewide interdisciplinary communication training took place in January 2018 with 26 palliative care teams consisting of primarily nurses, followed by social workers, chaplains, and physicians. The 46 course participants' postcourse evaluations demonstrated high satisfaction with the course. On a scale of 1 to 5 (1 = lowest), the course met participants' expectations and objectives (4.8). The teams' precourse goals focused on (1) staff education, training, and mentorship, and (2) institution-wide system changes. Conclusion: Palliative care interdisciplinary teams can incorporate communication skills into their practice and provide communication skills training to their institutions.
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The second in this three-part series on palliative care outlines the skills nurses need to deliver effective care. Part 1 examined definitions of palliative care nursing, its core aims and values, and recent policies on end-of-life care. This article explores the evidence base to support the diverse range of knowledge, attitudes and skills needed to provide nursing care for people at the end of life.
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Core competency
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AbstractIt is widely acknowledged that social workers play a pivotal role in the delivery of palliative care. A group undertook a process to define and validate social work competencies in palliative and end-of-life care delivery. The aim of this article is to provide an overview of the palliative care social work practice competencies developed in the Canadian context and to illustrate them with case examples. The competencies involve a complex interaction of values, knowledge and skills. The next phase in the development of these competencies is to embed them in the system of social work education at all levels. The case examples illustrate the importance of social work practice in palliative care. They also demonstrate that the competencies are interconnected as certain aspects of social work practice and client and family experience arise in various areas and guises. Ultimately, the goal is excellent palliative care to clients and their families throughout the trajectory of a serious illness and social workers have an important role to play in that.Keywords: SOCIAL WORK COMPETENCIESPAEDIATRIC PALLIATIVE CAREPALLIATIVE CAREHOSPICE CARE
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Background: There is a known shortage of trained palliative care professionals, and an even greater shortage of professionals who have been trained through interprofessional curricula. As part of an institutional Palliative Care Training Center grant, a core team of interprofessional palliative care academic faculty and staff completed a state-wide palliative care educational assessment to determine the needs for an interprofessional palliative care training program. Objective: The purpose of this article is to describe the process and results of our community needs assessment of interprofessional palliative care educational needs in Washington state. Design: We approached the needs assessment through a cross-sectional descriptive design by using mixed-method inquiry. Setting/Subjects: Each phase incorporated a variety of settings and subjects. Measurements: The assessment incorporated multiple phases with diverse methodological approaches: a preparatory phase—identifying key informants; Phase I—key informant interviews; Phase II—survey; and Phase III—steering committee endorsement. Results: The multiple phases of the needs assessment helped create a conceptual framework for the Palliative Care Training Center and developed an interprofessional palliative care curriculum. The input from key informants at multiple phases also allowed us to define priority needs and to refine an interprofessional palliative care curriculum. Conclusions: This curriculum will provide an interprofessional palliative care educational program that crosses disciplinary boundaries to integrate knowledge that is beneficial for all palliative care clinicians. The input from a range of palliative care clinicians and professionals at every phase of the needs assessment was critical for creating an interprofessional palliative care curriculum.
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Competence-based education in health and social care has been promoted through the Tuning Process in Europe. This papers reports on the process of developing a Palliative Care Competence Framework for health and social care professionals working in the Republic of Ireland.A Palliative Care Competence Framework Steering Group, comprising a range of health and social care professionals, was established to oversee and drive the development of the framework, through identification of core competences and related indicators and supporting the work of 10 working groups to develop discipline specific competences.The Palliative Care Competence Framework identifies six domains of competence with core indicators which all health and social care professionals should be able to demonstrate on completion of initial academic programme for professional registration or in the context of their current job. Discipline-specific competences supplement the core competences and describe additional skill-specific competences acquired during training in that discipline. Discipline-specific competences are organised in three ascending levels of expertise of palliative care practice.The framework describes universal core competences in palliative care while also detailing individual competences for each health and social care discipline. It is envisioned that the framework will inform academic curricula and professional development programmes, and so will enhance the care of people with life-limiting illness, fostering greater interprofessional and interorganisational collaboration in palliative care provision.
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Background: Nurses must possess adequate competencies to provide high-quality palliative care. Earlier statements have described certain competencies that are relevant for palliative care, yet only limited empirical research has focused on the perspective of health care professionals to clarify which competencies are required for different levels of palliative care provision. Objective: The aim was to describe the required palliative nursing competencies of registered nurses aligned to different levels of palliative care provision, from the perspectives of multiprofessional groups. Design: A qualitative study design. Setting/Subjects: A purposive sample of professionals, working in different levels of palliative care across various settings in Finland, was used to gain information about the aim of the study (n = 222). Measurements: Content analysis was applied to describe the competencies of registered nurses. Results: Competencies relevant to basic palliative care were categorized under 17 main categories, which included a total of 75 subcategories. "Competence in managing the most common symptoms" was the main category that contained the largest number of reduced expressions (f = 75). An analysis of specialist palliative care data yielded 10 main categories, including 49 subcategories, with "Competence in maintaining expertise and taking care of own well-being at work" containing the most reduced expressions. Conclusion: The study provided new knowledge; more specifically, competencies related to encounters and maintaining hope were described as palliative care nursing competences. The results can be used to ensure that palliative nursing education focuses on the competences that are necessary in practice.
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ABSTRACT The National Consensus Project's (NCP) Clinical Practice Guidelines for Quality Palliative Care, published in 2004, defined eight domains of care essential to palliative care clinical practice. The National Quality Forum's (NQF) 2006 document, A National Framework and Preferred Practices for Palliative and Hospice Care Quality: A Consensus Report, based on the NCP's Guidelines, identified 38 evidence-based preferred practices for palliative care. This article demonstrates how the Guidelines and Preferred Practices may be operationalized in practice, focusing specifically on Domain 4 of the Guidelines, "Social Aspects of Care." Domain 4 incorporates many pertinent aspects of hospice and palliative care related to communication and care planning. In particular, emphasized is the inclusion of the patient and family in discussions about ongoing care and creation of care plans that respect the social community of patient and family.
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