Health and social care professionals’ perspective on the interprofessional competencies required in palliative care
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Competent professionals are essential when delivering patient-centered and individual palliative care to patients and their families. However, interprofessional competencies for health and social care professionals in specialized palliative care have not been defined. The purpose of this study was to describe the competencies required for good interprofessional teamwork in specialized palliative care from the perspective of health and social care professionals. A qualitative descriptive study design was chosen to undertake the face-to-face individual and focus-group interviews. Fifty participants working in specialized palliative care units were recruited through a purposive sampling technique. The data were analyzed using abductive content analysis. The required interprofessional competencies in specialized palliative care were identified as values and ethics for interprofessional practice, roles and responsibilities, interprofessional communication, and teams and teamwork. Professionals should be interprofessionally competent to meet patients' care needs holistically and individually. Meeting patients and relatives with respect is vital, but respectful behavior and communication among professionals are also highlighted in palliative care. Certain professional qualities, such as patience, humility, and flexibility, were emphasized in interprofessional palliative care. It is important to note that the nature of palliative care affects even experienced professionals, who should be able to face death as a team in everyday work.Keywords:
Social care
Health Professionals
Interprofessional Education
Emerging evidence regarding the value of healthcare delivered via effective interprofessional teams has created new priorities for interprofessional education (IPE). The WHO in its Framework for Action on Interprofessional Education and Collaborative Practice proposes that an interprofessional collaborative practice-ready healthcare workforce can be achieved through IPE. The WHO defines IPE as occurring "when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes." Increasingly, health professions schools are placing students together in settings to promote their interprofessional identity. IPE is a global phenomenon. In the United States, the Interprofessional Education Collaborative published core competencies for interprofessional collaborative practice bringing attention to the need for IPE within health professions training in the US. The field has advanced in other global regions as well including, for example, the Centre for the Advancement of Interprofessional Education in the UK, the Australasian Interprofessional Practice and Education Network, the European Interprofessional Practice and Education Network, and the Canadian Interprofessional Health Collaborative. Various models for organizing competencies for interprofessional collaborative practice have been developed to guide development of curricula aimed at student achievement of these competencies. Moreover, accrediting bodies mandate IPE in health professions programs in the US. Integration of IPE into the curricula of health professions schools is challenging. To facilitate integration, one widely used systematic approach to curriculum development is the six-step model. This model provides a framework for developing, implementing, evaluating, and continually improving IPE experiences. Relative to the six steps, the needs for IPE are clear, to enhance patient outcomes and safety. The goals and objectives derived can be aligned with those of professional organizations. Education methods and strategies, and evaluation tools can be developed new or adapted from external resources such as MedEdPORTAL and the National Center for Interprofessional Practice and Education. Finally, faculty may not be prepared to teach in an interprofessional setting, and faculty development thus becomes a necessity. Although challenging, incorporating IPE into our students' education will provide our learners with the training they need to become part of the collaborative practice-ready healthcare workforce.
Interprofessional Education
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Health professions
Core competency
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As the need for palliative care increases, palliative care is emerging as a field of medical care in its own right. At the same time there are many aspects of palliative care that are problematic, particularly in palliative care education. The aspects reviewed here include: (a) the lack of a long tradition and adequate concep-tualization of palliative care; (b) the significance of psychological, emotional, and spiritual aspects; (c) the importance of but inadequate understanding of symptom control; (d) the fact that palliative care is not curative in the accepted sense; (e) its multiprofessional nature; (f) the range of different settings of palliative care; and (g) the fact that palliative caregivers have to perform their duties in situations where the emotional and psychological demands on them may be immense. A number of general issues relevant to palliative care education are also reviewed.
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The purpose of the study was to evaluate the impact of a single interprofessional education (IPE) seminar on student attitudes toward interprofessional education (IPE) at a small northeastern university that housed an entry-level Master in Occupational Therapy (MOT) program. Method: Investigators used the Readiness for Interprofessional Learning Scale (RIPLS) to determine attitudes of thirty-six MOT students after attending an interprofessional seminar. Results: Participant response rate of MOT students was 88.9% percent. The analysis of data revealed no significant differences between MOT student attitudes toward IPE pre and post IPE seminar. Conclusion: Several factors are discussed that may have contributed to the lack of statistical differences. Growing interest in IPE related to clinical care warrants explorations into various issues raised by this study regarding implications for health care professional education, training, and patient care. INTRODUCTION25 years ago, the World Health Organization (WHO) highlighted the need for collaboration of health care professionals to achieve maximal patient outcomes. 1 Academic institutions in the United States, having recognized the potential benefits of interprofessional education (IPE) conducted in Canada and Europe, have begun implementation of IPE among health care students.
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Background: Parkinson’s disease is a common, life-limiting, neurodegenerative condition. Despite calls for improved access to palliative care for people with Parkinson’s disease, services have been slow in developing. Obstacles include poor understanding and recognition of palliative care needs, the role for specialist palliative care services and an agreed structure for sustainable palliative care provision. Aim: To summarise the evidence base for palliative care in Parkinson’s disease, linking current understanding with implications for clinical practice and identifying areas for future research. What is known: Convention recognises a final ‘palliative phase’ in Parkinson’s disease, while qualitative studies suggest the presence of palliative care need in Parkinson’s disease from diagnosis. Clinical tools to quantify palliative symptom burden exist and have helped to identify targets for intervention. Dementia is highly prevalent and influences many aspects of palliative care in Parkinson’s disease, with particular implications for end-of-life care and advance care planning. Implications for clinical practice: The ‘palliative phase’ represents a poor entry point for consideration of palliative care need in Parkinson’s disease. An alternative, integrated model of care, promoting collaboration between specialist palliative and neurological services, is discussed, along with some specific palliative interventions. What is unknown: Limited evidence exists regarding timing of palliative interventions, triggers for specialist referral and management of terminal care. Implications for future research: Research examining access to palliative care and management of terminal symptoms will assist development of sustainable, integrated palliative care services for Parkinson’s disease.
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Background: A scoping review was conducted to map the current body of research pertaining to simulation-enhanced interprofessional education (Sim-IPE) as a modality for teaching interprofessional collaboration (IPC) in the emergencydepartment (ED). Methods and Findings: The research team followed the PRISMA Extension for Scoping Reviews framework. Studies were included if they involved two or more healthcare professions, utilized simulation as the learning method for interprofessional education (IPE), involved simulation pertaining to the ED, and identified at least one Canadian Interprofessional Health Collaborative or Interprofessional Education Collaborative IPC competency as a learning outcome. In total, 896 studies were included for title and abstract screening and 806 were deemed irrelevant. Ninety full-text studies were assessed for eligibility and 34 were included in the review. Conclusions: Eighteen studies found Sim-IPE to be an effective method for teaching interprofessional competencies in the ED. Simulation-enhanced interprofessional education appears to be a promising methodology for teaching IPC competencies to ED healthcare professionals. Interprofessional collaboration competency frameworks should be utilized to guide Sim-IPE, and assessment tools specific to interprofessional competencies should be used in the assessment phase of Sim-IPE. Faculty development is a crucial component of Sim-IPE. Further longitudinal and outcome-based research is required.
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Collaborative Care
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Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsRichard W. ValachovicRichard W. Valachovic, DMD, MPH, is the president and CEO of the American Dental Education Association (ADEA). Dr. Valachovic has led the organization’s work in integrating dentistry with interprofessional education and practice, and represents ADEA on the Interprofessional Education Collaborative (IPEC). IPEC’s focus is to more thoroughly coordinate and integrate the education of dentists, physicians, nurses, pharmacists, public health professionals and other members of the health care team to provide more collaborative and patient-centered care. This address is reprinted with permission from Dr. Valachovic.Conflict of Interest Disclosure: None reported.
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Health Professionals
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This article describes the history and development of interprofessional education (IPE) in Canada from its conceptual beginnings in the 1960s to today. The status of IPE in Canada is viewed in relation to the broader international movements for IPE and collaborative healthcare. The current goals and principles of the Canadian Interprofessional Health Collaborative are reviewed, and the future of IPE is considered in light of these goals.
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人口の高齢化など社会の変化に対応するために,専門職同士の連携Interprofessional work(IPW),その基盤となる専門職連携教育Interprofessional education(IPE)の重要性が高まっており,複数の領域の学生同士がともに学ぶIPEを卒前教育に取り入れる大学が増加している.IPEはセッティングにより様々な学習方法で実施されており,効果的な実施のためには教員に対するFaculty Development(FD)が重要である.今後,教育効果の検証や卒前教育を卒後教育につなげていくことが求められる.
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Palliative care in the Netherlands is growing and the climate for further development is favourable. Although there is a great deal of consensus on the current debates within palliative care, important disagreements persist. These disagreements relate to the history of palliative care within the country, the scope of palliative care, its values, the appropriate institutional context, and the moral acceptability of euthanasia in palliative care. In this paper, the consensus and the disagreements are described and discussed. It is concluded that many disagreements emerge from so-called external goals of palliative care. It is recommended that the debate should refocus on the internal goal of palliative care, which is the quality of life of the patient and his or her loved ones.
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There are a range of one off initiatives and pilots and evaluation in the field of interprofessional education (IPE). This chapter discusses the organisations across the world that support IPE. It focuses on journals and other publications supporting IPE. The chapter presents examples of organisations with major IPE transformation programmes and those within or facilitating a community of practice in IPE. Australasian Interprofessional Practice and Education Network (AIPPEN), Canadian Interprofessional Health Collaborative (CIHC), and The European Interprofessional Education Network (EIPEN) are some organizations that support IPE. The Journal of Interprofessional Care Journal of Continuing Education in the Health Professions, and Focus on Health Professional Education (FoHPE) are some journals that support IPE. The following institutional models of IPE are also explored: the Linkoping IPE model; Multidisciplinary Team (MDT) Feedback for Improving Teamwork (FIT)- MDT FIT; TeamSTEPPS; the Leicester model; and Regional Interprofessional Education (RIPE).
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Multidisciplinary team
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