Healthcare professionals and volunteers education in palliative care to promote the best practice–an integrative review

• Published in: Scandinavian journal of caring sciences 2019-06, Vol.33 (2), p.311-328
• Main Authors: Teixeira, Maria João C., Alvarelhão, Joaquim, Souza, Dayse, Teixeira, Helena J. C., Abreu, Wilson, Costa, Nilza, Machado, Flávia A. B.
• Format: Article
• Language: English
• Subjects: Adult; Best practice; Caregivers; Caregivers - education; Competence; Cost analysis; Education; Empowerment; family caregiver; Female; Health care; Health Personnel - education; healthcare professional; Hospice and Palliative Care Nursing - education; Hospice and Palliative Care Nursing - standards; Humans; impact; literature review; Literature reviews; Male; Medical personnel; Middle Aged; Multiculturalism & pluralism; Nurses; Nursing; Palliative care; Palliative Care - standards; Practice Guidelines as Topic; Professional training; Volunteers; Volunteers - education
• ISSN: 0283-9318; 1471-6712
• DOI: 10.1111/scs.12651

Background Family caregivers’ empowerment can assume strategic importance in palliative care. Healthcare professionals and volunteers have been showing significant gaps in this field. Hence, education has been advocated as an effective strategy to fill this gap. While several educational initiatives exist, a comprehensive evidence synthesis on the effectiveness of educational training on healthcare professionals and volunteers is lacking. Aims An integrative review was conducted to explore worldwide initiatives, aiming to improve healthcare professionals and volunteers’ competence in a palliative care setting especially in relation to the family caregiver. Method A scoping literature review was conducted with systematic searches in multiple databases – REDALYC, CINAHL, SCIELO, EBSCO, ERIC and MEDLINE since January 2012. Studies were selected based on programmes content and its impact evaluation. Four researchers assessed the studies regarding their eligibility with reference to the inclusion and exclusion criteria. Findings Twenty‐two studies met the eligibility criteria. Multi‐professional learning was reported, emphasising nurses and physician's enrolment. Only few studies showed participants’ learning outcomes. Inconsistencies in delivery mode and duration were identified. Impact evaluations were heterogeneous and relied on no validated instruments. Family caregiver's content was addressed only in three initiatives. Conclusions Further research is needed using a more reliable design, mode of delivery and impact measurement of educational training. In addition, more initiatives associated with cost‐effectiveness, shorter‐ and longer‐term clinical impact are needed. Despite the strides already made towards the establishment of an evidence base for healthcare professionals in the field of palliative care, either greater consideration is required for family care providers in the education of healthcare professionals and respect for the cultural diversity.