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EDUCATIONAL NEEDS OF HEALTHCARE PROFESSIONALS

This research explores the training needs of healthcare professionals in children's palliative care (CPC) and suggests recommendations for developing a skilled workforce. It identifies training priorities and challenges, and provides clinical recommendations for effective education programs. Collaboration and sharing of resources are essential for improving CPC training globally.

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EDUCATIONAL NEEDS OF HEALTHCARE PROFESSIONALS

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  1. EDUCATIONAL NEEDS OF HEALTHCARE PROFESSIONALS Prof. Julia Downing, 1st December 2012

  2. Background • Education is an essential component of the development of CPC • Due to the nature of CPC – ongoing education and training is particularly important • Not always accessible to those who need it • There is a need to develop an appropriately trained and skilled workforce

  3. Research on training(Amery 2007) (Amery 2007)

  4. Research on training(ICPCN 2011/12) The aim of the research was to: • Understand the training needs for children’s palliative care in order to help shape future training programmes on children’s palliative care and an international training strategy within ICPCN. • Develop a database of training programmes on children’s palliative care from around the world.

  5. ICPCN Survey • 248 respondents • From 54 countries • Cadre: • 46% nurses • 33% doctors • 21% - Other health professionals

  6. Results

  7. Identified training priorities

  8. WHO 2-stage approach Phase 1: • Providing basic education programmes that can be introduced anywhere Phase 2: • Development of specialist training centres in core countries that prioritise CPC & are successfully implementing phase 1 programmes

  9. Challenges to CPC training • Training complicated by: • Multi-faceted nature of CPC • Stage of development of CPC in each country • Geographical and professional diversity of those who need training • How values, beliefs, attitudes and ethics of CPC can best be taught • Accessibility and affordability of courses

  10. Challenges cont. • Number of people requiring training • Appropriateness of courses being taught • Lack of recognition/ accreditation of courses • Clinical and theoretical training – lack of clinical training sites • Lack experienced personnel to teach • Cost of providing/ attending courses • Clinical supervision and mentorship • Evaluation of programmes

  11. Variety types training needed • Self-study • Computer and web-based approaches • Face-to-face taught programmes • Blended training • Clinical placements • Pre-registration • Continuing education • specialisation

  12. ICPCN e-learning course • Introduction to Children’s Palliative Care • Pain assessment and management • Communication and psychological issues

  13. Clinical

  14. Recommendations • Must address knowledge, skills and attitudes • Must combine clinical and theoretical • Competency based and ensure health professionals are ‘fit-for-practice’ • Interdisciplinary • Clinical supervision and ongoing mentorship is vital • Must address the WHO 2-stage approach

  15. Recommendations cont. • Beacon programmes • Clinical sites for clinical training in each country/ region etc. • Training at different levels e.g. CME and specialist • Integrating CPC into undergraduate training • Sharing of curricula and resources • Sharing of personnel to teach the courses • Collaboration is vital

  16. Thank you Prof Julia Downing International Children’s Palliative Care Network julia.downing792@btinternet.com

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