An evaluation-based model for palliative care education: making a difference to practice.
It has been recognized that education may be one way of improving the provision of palliative care to patients and their families. This article is the culmination of a multi-phase evaluation project that aimed to investigate the effectiveness of palliative care education provided by a hospice education network in the north west of England. Results from a study of 46 students over a three year period indicate that in order for education to be deemed effective, there are certain fundamental requirements. These include responding to the changing and individual needs of participants, competent teaching in theory and practice, and enabling students to make a difference to practice. This paper describes a model for providing palliative care education, which encompasses these fundamental requirements. It also meets the needs of stakeholder and provides evidence of improvements in clinical practice. In particular, it focuses on the challenges of implementing this model in the current climate of clinical effectiveness, evidence-based practice and value for money.
Kenny
Lesley J
LJ
Cheshire Hospices Education, Queensway Cheshire, UK.
D001291:Attitude of Health Personnel; D001293:Attitude to Death; D002983:Clinical Competence / Q000592:standards*; D003479:Curriculum / Q000592:standards; D004739:England; D017144:Focus Groups; D007722:Health Knowledge, Attitudes, Practice; D006282:Health Personnel / Q000193:education* / Q000523:psychology; D006801:Humans; D007318:Inservice Training / Q000458:organization & administration*; D017145:Models, Educational; D020380:Needs Assessment; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D010166:Palliative Care; D010348:Patient Care Team; D015397:Program Evaluation; D036301:Qualitative Research; D011795:Surveys and Questionnaires