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End-of-Life Care in Acute Hospitals: Practice Change Reported by Health Professionals Following Online Education

Providing quality care for those dying in hospital is challenging for health professionals who receive little training in this. “End of Life Essentials” (EOLE) was developed to address gaps in health professionals’ knowledge, skills and confidence in end-of-life care via the provision of online lear...

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Autores principales: Rawlings, Deb, Yin, Huahua, Devery, Kim, Morgan, Deidre, Tieman, Jennifer
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7551093/
https://www.ncbi.nlm.nih.gov/pubmed/32781639
http://dx.doi.org/10.3390/healthcare8030254
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author Rawlings, Deb
Yin, Huahua
Devery, Kim
Morgan, Deidre
Tieman, Jennifer
author_facet Rawlings, Deb
Yin, Huahua
Devery, Kim
Morgan, Deidre
Tieman, Jennifer
author_sort Rawlings, Deb
collection PubMed
description Providing quality care for those dying in hospital is challenging for health professionals who receive little training in this. “End of Life Essentials” (EOLE) was developed to address gaps in health professionals’ knowledge, skills and confidence in end-of-life care via the provision of online learning modules and practice resources. This study aimed to determine whether respondents could describe clinical practice change as a result of module completion. Deidentified data were collected between October and November 2018 from learners registered for the online learning modules. Both quantitative and qualitative data were extracted and analysed. The survey design and conduct were reviewed, and ethical approval was obtained. Although the response rate was very low, results from n = 122 learners show improvements in knowledge, skills, awareness and confidence as a result of the undertaking of the learning modules. Two thirds self-reported practice changes (71%, n = 59) following the education, with “communication” cited most commonly (n = 19). The findings suggest that the EOLE education modules can help to improve end-of-life care by increasing health professionals’ awareness of good practice as well as their knowledge, skills and confidence. Online learning has also been reinforced as an appropriate forum for end-of-life education. Following education, implementing what has been learned occurs more easily at a personal level rather than at a team and organisational level. Barriers to and enablers of clinical practice change in hospital are described, including the fact that the organisation may not be responsive to changes or have the relevant resources to support change.
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spelling pubmed-75510932020-10-16 End-of-Life Care in Acute Hospitals: Practice Change Reported by Health Professionals Following Online Education Rawlings, Deb Yin, Huahua Devery, Kim Morgan, Deidre Tieman, Jennifer Healthcare (Basel) Article Providing quality care for those dying in hospital is challenging for health professionals who receive little training in this. “End of Life Essentials” (EOLE) was developed to address gaps in health professionals’ knowledge, skills and confidence in end-of-life care via the provision of online learning modules and practice resources. This study aimed to determine whether respondents could describe clinical practice change as a result of module completion. Deidentified data were collected between October and November 2018 from learners registered for the online learning modules. Both quantitative and qualitative data were extracted and analysed. The survey design and conduct were reviewed, and ethical approval was obtained. Although the response rate was very low, results from n = 122 learners show improvements in knowledge, skills, awareness and confidence as a result of the undertaking of the learning modules. Two thirds self-reported practice changes (71%, n = 59) following the education, with “communication” cited most commonly (n = 19). The findings suggest that the EOLE education modules can help to improve end-of-life care by increasing health professionals’ awareness of good practice as well as their knowledge, skills and confidence. Online learning has also been reinforced as an appropriate forum for end-of-life education. Following education, implementing what has been learned occurs more easily at a personal level rather than at a team and organisational level. Barriers to and enablers of clinical practice change in hospital are described, including the fact that the organisation may not be responsive to changes or have the relevant resources to support change. MDPI 2020-08-06 /pmc/articles/PMC7551093/ /pubmed/32781639 http://dx.doi.org/10.3390/healthcare8030254 Text en © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Rawlings, Deb
Yin, Huahua
Devery, Kim
Morgan, Deidre
Tieman, Jennifer
End-of-Life Care in Acute Hospitals: Practice Change Reported by Health Professionals Following Online Education
title End-of-Life Care in Acute Hospitals: Practice Change Reported by Health Professionals Following Online Education
title_full End-of-Life Care in Acute Hospitals: Practice Change Reported by Health Professionals Following Online Education
title_fullStr End-of-Life Care in Acute Hospitals: Practice Change Reported by Health Professionals Following Online Education
title_full_unstemmed End-of-Life Care in Acute Hospitals: Practice Change Reported by Health Professionals Following Online Education
title_short End-of-Life Care in Acute Hospitals: Practice Change Reported by Health Professionals Following Online Education
title_sort end-of-life care in acute hospitals: practice change reported by health professionals following online education
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7551093/
https://www.ncbi.nlm.nih.gov/pubmed/32781639
http://dx.doi.org/10.3390/healthcare8030254
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