Journal of advanced nursing · 2025
Healthcare Professionals' Advice to Guide End-Of-Life Care Education Delivery in Hospitals: A Qualitative Study.
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Winsall Megan, Devery Kim, Phelan Caroline
Аннотация
AIM: To explore the key advice healthcare professionals would give colleagues regarding end-of-life care delivery in hospitals, thereby informing training needs.
DESIGN: Exploratory qualitative study.
METHODS: Free-text responses from medical, nursing, and allied health professionals who completed online end-of-life care education modules (n = 597) from August 2022 to September 2023 were analysed using inductive content analysis. Results were explored and separated into two key findings: themes that were shared by all professional groups and themes that were profession specific.
RESULTS: Five themes were consistent across all three professional groups: prioritise patient comfort, proactive communication, collaboration and inclusion, human approach and support and wellbeing, each with their own subthemes. Several profession specific subthemes were also identified.
CONCLUSION: The identification of common themes across healthcare professions helps to support the development of interprofessional training initiatives.
IMPLICATIONS FOR PROFESSION AND/OR PATIENT CARE: This research contributes valuable insights for developing targeted end-of-life care education programs. Results also underscore the potential of online learning platforms in providing accessible, evidence-based, continuing professional development in end-of-life care.
IMPACT: In Australia, most deaths occur in acute hospital settings. To inform and shape future training, this study collected the key advice healthcare professionals would give colleagues regarding end-of-life care delivery. The themes generated covered a range of potential training topics shared across all professionals, including prioritise patient comfort, proactive communication, collaboration and inclusion, human approach and support and wellbeing. Several profession-specific subthemes were also identified, providing additional insights for designing training for professional groups. Results underscore the potential of online learning platforms in providing accessible, evidence-based, continuing professional development in end-of-life care.
REPORTING METHOD: Standards for Reporting Qualitative Research (SRQR).
PATIENT OR PUBLIC CONTRIBUTION: None.
DESIGN: Exploratory qualitative study.
METHODS: Free-text responses from medical, nursing, and allied health professionals who completed online end-of-life care education modules (n = 597) from August 2022 to September 2023 were analysed using inductive content analysis. Results were explored and separated into two key findings: themes that were shared by all professional groups and themes that were profession specific.
RESULTS: Five themes were consistent across all three professional groups: prioritise patient comfort, proactive communication, collaboration and inclusion, human approach and support and wellbeing, each with their own subthemes. Several profession specific subthemes were also identified.
CONCLUSION: The identification of common themes across healthcare professions helps to support the development of interprofessional training initiatives.
IMPLICATIONS FOR PROFESSION AND/OR PATIENT CARE: This research contributes valuable insights for developing targeted end-of-life care education programs. Results also underscore the potential of online learning platforms in providing accessible, evidence-based, continuing professional development in end-of-life care.
IMPACT: In Australia, most deaths occur in acute hospital settings. To inform and shape future training, this study collected the key advice healthcare professionals would give colleagues regarding end-of-life care delivery. The themes generated covered a range of potential training topics shared across all professionals, including prioritise patient comfort, proactive communication, collaboration and inclusion, human approach and support and wellbeing. Several profession-specific subthemes were also identified, providing additional insights for designing training for professional groups. Results underscore the potential of online learning platforms in providing accessible, evidence-based, continuing professional development in end-of-life care.
REPORTING METHOD: Standards for Reporting Qualitative Research (SRQR).
PATIENT OR PUBLIC CONTRIBUTION: None.